SOMEONE PLEASE HELPPP

Answer:

it's B

[tex] - \frac{9}{4} + 2i = - \frac{9}{4} - 4i[/tex]

Answer:

C

Step-by-step explanation:

please refer to the sketch

The formula needed to transform a quadratic polynomial or equation into a perfect square with an additional constant is known as the square formula. It is expressed as, [tex]ax^2 + bx + c = a(x + m)^2 + n[/tex], where, m and n are real numbers.

When a square is complete, a quadratic is written in the shape of a squared bracket, and if necessary, a constant is added. A good example is [tex]x^2 + 6x + 7[/tex] . First, let's note that [tex](x + 3)^2 = (x + 3)(x + 3) = x^2 + 6x + 9. x[/tex]  because this is two more than our expression.

The polynomial equations of degree two in one variable of type[tex]f(x) = ax^2 + bx + c = 0[/tex] and with a, b, c, and R R and a 0 are known as quadratic equations. It is a quadratic equation in its general form, where "a" stands for the leading coefficient and "c" for the absolute term of f(x).

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Therefore , the solution of the given problem of area comes out to be

r = 8.

The term "area" describes the amount of space occupied by a 2D form or surface. We use cm2 or m2 as our units for measuring area. A shape's area is determined by dividing its length by its breadth.

Here,

A 90 degree sector occupies 1/4 of a circle, which has 360 degrees. Consequently, the area of the whole circle can be written as

Sector Size/Sector Area = Circle Area/360

16 ft2/90 = n/360

(360) (16 ft2)/90 = n

(4)(16 ft2) = n

The total size of the circle is n = 64 ft2.

Since Area of a Circle equals r2,

∏r2 = 64

r2 = 64/∏

r = √(64/∏)

We multiply by / to get by rationalizing the denominator.

r = √(64∏)/√(∏2) Then using the denominator's square root, we can obtain the solution of

r = √(64∏)/∏

r = 8

Therefore , the solution of the given problem of area comes out to be

r = 8.

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Answer:

incorrect

Step-by-step explanation:

y= 1/3x+2 because the slope(m) going up by 1 takes up 3 spaces going out and u it in rise/run form rise being up and run being out and the y intercept(b) is where the y axis and the slope meet (basically it starts at the 2)

Answer:

Step-by-step explanation:

a.we should Make their denominators the same.

16[tex]x^{8}[/tex]÷4x=4[tex]x^{7}[/tex]

b.molecule multiply 4[tex]x^{7}[/tex], 5·4[tex]x^{7}[/tex]=20[tex]x^{7}[/tex]

c.finally, we get it

the answer is 20[tex]x^{7}[/tex]

Using a subtraction operation, the overall temperature change over those five days that Joe tracked the temperature in his town was a decrease of 3°C.

The temperature change can be computed by determining the differences in temperature from one day to the next and summing the differences.

The temperature change can also be computed by finding the difference between the ending period's temperature and the beginning period's temperature.

Days         Temperature     Change

Monday          23°C                  0

Tuesday          14°C (23 - 9)    -9

Wednesday    21°C (14 + 7)    +7

Thursday       25°C (21 + 4)    +4

Friday            20°C (25 - 5)    -5

Overall change =                  -3°C

= 20°C - 23°C = -3°C

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Answer:

Make sure to keep track of the signs of the variables. If you add or subtract a variable on one side of the equation, you must do the same to the other side.

Don't forget to distribute if you have a variable inside parentheses. For example, if you have 3x + 2(x + 4) = 7, you would need to distribute the 2 to get 3x + 2x + 8 = 7.

When solving for a variable, make sure to perform the same operation on both sides of the equation to isolate the variable. For example, if you want to solve for x in the equation 3x + 2 = 7, you would need to subtract 2 from both sides to get 3x = 5.

Answer:

Step-by-step explanation:

$4.50 + $4.50(0.15) = $5.18

$2.25 + $2.25(0.15) = $2.59

$3.00 + $3.00(0.15) = $3.45

Answer:

2/15 6/15 8/15 9/15 12/15

Step-by-step explanation:

Answer: 2/15, 6/15, 8/15, 9/15, 12/15.

Step-by-step explanation:

Just treat the denominators like they are not there for now, and treat the numerators like they are whole numbers and then rearrange:

8, 2, 9, 6, 12

Now rearrange from smallest to largest:

2, 6, 8, 9, 12

Now just put the denominators back in under the arranged numbers:

2/15, 6/15, 8/15, 9/15, 12/15

Words and their definitions:

Numerator: Top part of the fraction

Denominator: Bottom part of the fraction

The linear equation y = 15x +100. And the graph and table are given in the attached image.

Equations whose variables have a power of one are called linear equations. One example with one variable is where ax+b = 0, where a and b are real values and x is the variable.

Given:

Laura gets a job at Costco to make extra money during the holidays and will get paid $15 an hour.

She also gets a $100 bonus for agreeing to start right away.

Let x be an hour, she worked.

And y be the total earnings.

So, the equation,

y = 15x + 100

The table is given in the attached image.

And the graph is also given.

Therefore, the equation is y = 15x + 100

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We add  (x +7 ) (x - 10) up to -3 and multiply to -70.

What is a quadratic equation?

Any equation in algebra that can be written in the standard form where x denotes an unknown value and a, b, and c denote known numbers, where a 0 is a quadratic equation.

Here,

We illustrate and prove that -9 and 10 multiply to -90 and add up to 1:

7 × -10 = -70

-10 + 7 = -3

We are trying to determine how to factor the following quadratic equation.

x²  -3 x - 70 = 0

If so, the solution to factor the quadratic equation above is:

(x +7 ) (x - 10)

To summarize, -10 and 7 multiplied by -70 and add up to -3, you know that the following is true:

x² -3x - 70

= (x +7 ) (x - 10)

Hence, we add  (x +7 ) (x - 10) up to -3 and multiply by -70.

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Answer:A two-way table, also known as a contingency table, is a way to organize and present categorical data in a tabular format. It can be used to show the relationship between two categorical variables, such as whether a student lives with a grandparent and the number of people who live in their home.

Based on the information you provided, the two-way table would look like this:

More than 4 people | 6 | 10

4 or fewer people | 4 | 30

It should be noted that the information you provided does not add up to 50 students.

Total for students living with grandparents: 10,

Total for students with more than 4 people: 6+10 =16.

Let me know if this table is incorrect and I'll provide you with more information

Step-by-step explanation:

We calculated length of model bird in the picture = 2 ¹⁵₁₆ inch and scale factor =1/2

It is expressed as the ratio of the dimension of a model object and dimension of an actual object.

A scale factor is a number which is multiplied by an object in order to form a proportional enlarged or reduced object.

Given, the length of an actual bird = 5⁷₈ inch = 47/8 inch

also given, 1 inch = 0.5 inch

   1 inch = 1/2 inch

we need to determine the length of model bird by multiplying the above factor.

now, length of model bird = 47/8 × 0.5 inch = 47/16 inch = 2¹⁵₁₆ inch

scale factor = length of model bird/ length of actual bird = 47/16 /47/8

scale factor = 1/2

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The polynomial 4 · x³ is a monomial of degree 3.

In algebra there are two types of numbers: constants and variables. Constants are constant real numbers, while variables are real numbers that may represent more than a real number.

Polynomials are the result of combination of constants, variables and fundamental operators (addition, multiplication) and can be classified according to the number of terms:

Monomial - Polynomial with one term.

Binomial - Polynomial with two terms.

Trinomial - Polynomial with three terms.

Polynomial - Polynomial with four or more terms.

The grade of the polynomial is the maximum power that accompany a term in a polynomial in standard form. Then, we can bring an example of polynomial with a degree 3 below:

p(x) = 4 · x³

This is a monomial (polynomial with one term) with degree 3.

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The building in the drawing is 700 centimeters or 7 meters.

The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.

An ordered pair of integers a and b, represented as a / b, is a ratio if b is not equal to 0. A proportion is an equation that sets two ratios at the same value. For instance, you might express the ratio as follows: 1: 3 if there is 1 boy and 3 girls (for every one boy there are 3 girls) There are 1 in 4 boys and 3 in 4 girls.

Given 3 meters on real is equal to 7 centimeters on drawing

i.e. 3 meters=7 centimeters

or, 1 meter = 7/3 centimeters

We need to find reading for 300 meters so,

or, 300 meters=7/3*300 centimeters

                        =700 centimeters or 7  meters

Therefore the building in the drawing is 700 centimeters or 7 meters.

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Answer: The sum of the numbers from 1 to 400 that are divisible by 11 is equal to $11 \cdot 666 = 7326$.

Step-by-step explanation:

To find the sum of all the natural numbers from 1 to 400 that are not divisible by 11, we can first find the sum of all the natural numbers from 1 to 400, and then subtract the sum of all the natural numbers from 1 to 400 that are divisible by 11.

The sum of the natural numbers from 1 to 400 is equal to $\frac{400 \cdot 401}{2} = 80150$.

There are 400/11 = 36 numbers that are divisible by 11 between 1 and 400, inclusive. The sum of these numbers is equal to $11 + 22 + 33 + \dots + 396 = 11(1 + 2 + 3 + \dots + 36)$. The sum of the first 36 natural numbers is equal to $\frac{36 \cdot 37}{2} = 666$. Therefore, the sum of the numbers from 1 to 400 that are divisible by 11 is equal to $11 \cdot 666 = 7326$.

Subtracting the sum of the numbers that are divisible by 11 from the sum of all the numbers from 1 to 400 gives us a final answer of $80150 - 7326 = 72824$. This is not equal to 35840, as stated in the problem.

Answer:

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

Use the sum of the first n terms formula for an AP:

The sum of all natural numbers from 1 to 400:

The greatest natural number less than 400 but divisible by 11:

Sum of the numbers divisible by 11:

Sum of the numbers not divisible by 11:

The maximum allowable pipe diameter is given as : 0.501. Option B

From the question the interior diameter of the pipe is said to be 0.49

The pipe is said to have the thickness of 0.005 inches.

The exterior diameter of the pipe would be solved as 0.49 + 2 * 0.005

= 0.49 + 0.01

= 0.5

The questions said the variance in the diameter of this pipe is 0.001

Then the maximum allowable pipe diameter would be solved as: 0.001 + 0.5 = 0.501

The diameter of the pipe that is allowable is 0.501

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Step-by-step explanation:

first of all, if he continuously earns only $160 per month (or at least in that dimension), then he will not have to pay any income tax.

but to do the exercise :

100% = $160

1% = 100%/100 = 160/100 = $1.60

10% = 1% × 10 = 1.6 × 10 = $16

he earns after tax

160 - 16 = $144

FYI :

when we combine all the calculations above into one sequence, then we know

100% - 10% = 90%

and 90% of 100% is 100% × 0.9

and so he earns after tax

160 × 0.9 = $144

The given parametric equation represents the graph mentioned in Option A.

A parametric equation is defined as a kind of equation that inherit an independent variable called a parameter, and where dependent variables are defined as continuous functions of the parameter.

here,
For equation, x = t cos (t), y = t, z = t sin(t), t ≥ 0.
Since,

x² + y² = t²cos²(t) + t² sin²t
x² + y² = t²
x² + y² = z²

Here, the x-z cross-section of the curve is a circle. But as t accumulates, the radius of the circle also advances in the y direction, and those circular cross-sections extend as the value of the parameter t increase.
The curve will draft as circles in x-z planes while moving towards y direction and also the radius of those circular cross sections increases at the same rate as its advancement towards y direction.

Thus, the given parametric equation represents the graph mentioned in Option A.

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Answer:

0.27 is the answer

I wish you luck in your assignments.

Answer:

Step-by-step explanation:

0.27

Answer:

Part A: The equation of the planet's orbit is simply the equation of a circle with radius 70 (half the diameter) and center at the origin. The standard form equation of a circle with radius r and center at (h,k) is (x-h)^2 + (y-k)^2 = r^2. In this case, h and k are both 0, so the equation of the planet's orbit is simply x^2 + y^2 = 70^2.

Part B: The equation of the comet's path is a parabola with directrix x=100 and vertex at (85, 0). The standard form equation of a parabola with directrix x=p, vertex at (h,k), and focus at (h,k+f) is y = (4f/p^2)(x-h)^2 + k. In this case, p=100, h=85, k=0, and f is the distance from the vertex to the focus. We can find f by using the equation f = sqrt(p^2+4ah), where a is the distance from the vertex to the directrix. In this case, a=50, so f = sqrt(100^2+45085) = 50. Plugging this value into the equation for the parabola, we get y = (4*50/100^2)(x-85)^2 + 0. Simplifying this gives us y = (2/25)(x-85)^2.

Part C: To find the points where the planet's orbit intersects the path of the comet, we need to find the points where the x and y coordinates of the two equations are equal. Setting the two equations equal to each other gives us (2/25)(x-85)^2 = x^2 + y^2 - 70^2. Expanding the left side and rearranging the terms gives us x^2 - 170x + 15129 = 0. We can use the quadratic formula to find the solutions for x: x = (170 +/- sqrt(170^2 - 4115129))/2. This simplifies to x = 85 +/- sqrt(40900). Therefore, the points of intersection are (85 + sqrt(40900), 0) and (85 - sqrt(40900), 0). Rounding these values to the hundredths place gives us (92.84, 0) and (77.16, 0).

The amount of change that Tina got back would be = $10

The amount of hours Tina spent in canoeing = 6 hours

The amount paid per hour for canoeing = $4

Therefore the total amount spent on canoeing = 6×4 = $24

The cost of the life jacket = $6

Therefore the total amount Tina spent = total amount spent on canoeing + cost of the life jacket.

That is; 24+6 = $30

The change Tina will receive from the two twenty dollars bills = (2×20) - 30

= 40-30 = $10

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The model lies between 0 and 1 on the number line.We can find by dividing number and then add both of number.

The real number line is a horizontal line with arrows on both sides. It consists of the origin “0”. All the positive numbers are represented on the right side of the origin and all the negative numbers are represented on the left side of the origin, with a definite scale.

A number line model is a representation of numbers plotted on an infinite line that extends at both ends.It is a visual representation of numbers on a straight line. This line is used to compare numbers that are placed at equal intervals on an infinite line that extends on both sides horizontally or vertically.

Now we find

-2/4 =-0.5

3/4= 0.75

0.75- 0.5=0.25

which is lies between 0 and 1 on the number line.

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Answer:

Theres nothing to solve for wheres the numbers?

Step-by-step explanation:

False

The parent function is the simplest function within a family of functions that defines the general form of that family.

Parent Functions

Parent functions are given in terms of y and x, where y is the output and x is the input. In linear functions, b represents a constant, specifically the y-intercept. Since the form y=b does not have an input it cannot be the parent function of linear lines. The graph of y=b would be a horizontal line with no slope. This does not define the general form of most linear functions. Additionally, since the slope has been changed to zero, it is not considered the simplest form of linear functions.

Linear Parent Function

The true parent function of linear functions is y=x. This function is the simplest linear function and has no transformations. Additionally, when graphed it is a diagonal line that defines the general shape of lines.

To create new linear functions the parent function, y=x, can be transformed by changing the coefficient of x to change the slope or by adding a constant to shift the graph vertically.

As a result, the necessary linear equations for the rectangle's area and perimeter are y = 18[x - 1] and z = 6[x + 1], respectively.

An object's surface area is a measurement of the total volume of space that it occupies. The entire region surrounding a three-dimensional shape is referred to as its surface area. Its surface area is the total area of a three-dimensional shape. By adding the surfaces of each of a cuboid's six rectangular sides, one may determine the cuboid's surface area. The box's dimensions could also be named using the following formula: Surface (SA) = 2lw + 2lh + 2hw. A three-dimensional shape's surface area is a measurement of the total area it occupies (a three-dimensional shape is a shape that has height, width, and depth).

given

here,

Length  = 3x + 3

Width = 6

Area of the rectangle = y, = length × width

y = [3x - 3 ] × [6]

y = 18x - 18 = 18[x -1]

Perimeter of the rectangle = 2[length + width]

z = 2 [3x + 3]

z = 6[x + 1]

As a result, the necessary linear equations for the rectangle's area and perimeter are y = 18[x - 1] and z = 6[x + 1], respectively.

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The correct question is :- Write a linear equation that represents the area and a linear equation that represents the perimeter of the rectangle (3x-3) cm and 6 cm .

Lowest price of an iPhone in Paris is €800 because they stated that one euro is equal to one dollar; when multiplied, the result is 944; this indicates that the iPhone is priced lower in Paris.

It is possible to compare the conversion rates of sterling into the euro and the dollar using the same amount of pounds.

Sterling to Euro : [tex]$750 \times 1.14=6855$[/tex]

Pounds to dollars : [tex]$750 \times 1.39=\$ 1042.5$[/tex]

One phone may be purchased with one pound. The dollar is insufficient to purchase a cell phone, but the euro has enough money to do so. Paris has the lowest pricing for the iPhone from this perspective.

The iPhone SE (2020), which costs Rs 40,000, costs more over a lakh rupees according to the most recent Apple price list for India. Everywhere in the globe, the USA market offers the cheapest prices for iPhones.

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a) Probability of student passed in English and Accounting [tex]= \frac{21}{50}[/tex]

b)  Probability of  Number of Student passed Accounting [tex]=\frac{3}{5}[/tex]

c)  Given that student passed Accounting. Probability that they passed English = [tex]\frac{9}{125}[/tex]

The ratio of favorable outcomes to all possible outcomes of an event is known as the probability.

Here let us assume the Total Number of students is 100.

Students who passes in English = 60% of total number of students  

                                                   =  [tex]60*100/100=60[/tex]

Students who passes in English = 60.

Out of 60 students , 70% of 60 pass in Accounting = [tex]70/100*60=42[/tex]

So Student who passed in both English and Accounting = 42.

Also Number of student that do not passed in English = 100 - 60 = 40.

Out of these 40 students , 45% passes in Accounting = [tex]45/100*40=18[/tex]

So Number of student pass in Accounting but not in English = 18.

Total Number of student pass in Accounting = 42 + 18 = 60.

A) Number of student passed in English and Accounting = 42

   Total Number of student = 100

   Probability of student passed in English and Accounting= [tex]\frac{42}{100} = \frac{21}{50}[/tex]

B) Total Number of Student passed Accounting = 60

    Total Number of student = 100

    Probability of  Number of Student passed Accounting = [tex]\frac{60}{100} = \frac{3}{5}[/tex]

C) Probability that student passed Accounting = 60/100.

    Probability that student passed English = 60/100.

Given that student passed Accounting. Probability that they passed

 English = [tex]\frac{60}{100} * \frac{60}{100} = \frac{3600}{10000} = \frac{9}{125}[/tex]

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Answer:

Rate of change= 1/3

Initial value = -4

Step-by-step explanation:

The rate of change is rise/run = 1/3.

the initial value is the y-intercept which is -4.

the slope goes by several names

• average rate of change

• rate of change

• deltaY over deltaX

• Δy over Δx

• rise over run

• gradient

• constant of proportionality

however, is the same cat wearing different costumes.

to get the slope of any straight line, we simply need two points off of it, let's use those two in the picture below

[tex](\stackrel{x_1}{-6}~,~\stackrel{y_1}{-6})\qquad (\stackrel{x_2}{3}~,~\stackrel{y_2}{-3}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{-3}-\stackrel{y1}{(-6)}}}{\underset{\textit{\large run}} {\underset{x_2}{3}-\underset{x_1}{(-6)}}} \implies \cfrac{-3 +6}{3 +6} \implies \cfrac{ 3 }{ 9 } \implies \cfrac{1 }{ 3 }[/tex]

now as far as the "initial value", dunno what that means.

The start of the line? well, the line by definition goes to infinity both ways.

the y-intercept? well, just look at the graph, the graph intercepts the y-axis when x = 0 and y = -4, so at (0 , -4).