Answer:
Step-by-step explanation:
To find the possible length and breadth of the rectangle, we need to factor the given expression:
x^2 - 6x + 8 = (x - 4)(x - 2)
Therefore, the length and breadth of the rectangle can be any combination of (x-4) and (x-2).
For example, if we choose (x-4) as the length and (x-2) as the breadth, we have:
Length = x - 4
Breadth = x - 2
Conversely, if we choose (x-2) as the length and (x-4) as the breadth, we have:
Length = x - 2
Breadth = x - 4
So, the possible length and breadth of the rectangle are (x-4) and (x-2), and vice versa.
Answer:(x-4) and (x-2)
Step-by-step explanation:
how does a form differ from shape? form is defined by its allegiance to mathematical construction. form has more than three sides. form has the third dimension of depth. shape has more volume than form. save
Form refers to three-dimensional objects with depth, while shape pertains to the two-dimensional outline or boundary of an object.
We have,
In the context of geometry and visual representation, the terms "form" and "shape" have distinct meanings and characteristics.
Form generally refers to a three-dimensional object that has depth, such as a solid object or a structure with volume.
It encompasses objects that have length, width, and height, and it extends beyond a two-dimensional representation.
Form can have irregular or complex shapes and is not limited to a specific number of sides.
Shape, on the other hand, refers to the two-dimensional outline or boundary of an object.
It is limited to the external appearance or silhouette of an object without considering its depth or volume.
Shapes are typically described by their attributes, such as the number of sides (e.g., triangle, square) or specific geometric properties (e.g., circle, rectangle).
Thus,
Form refers to three-dimensional objects with depth, while shape pertains to the two-dimensional outline or boundary of an object.
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please help
this is all the information i have!
New points of graph A'B'C'D' are A'(-2, -2), B'(-2, 0), C'(-4, 0), D'(-4, -1)
Define the term Translation?In graph theory, the term "translation" refers to a type of operation that moves all the vertices and edges of a graph by a fixed distance in a given direction. Specifically, a translation of a graph involves shifting every vertex a certain distance horizontally and/or vertically, without changing the shape or connectivity of the graph.
Translation: 4 left and 2 down
Start with a point at its original location and then move it 4 units to the left and 2 units down. This can be done by subtracting 4 from the x-coordinate and subtracting 2 from the y-coordinate of the point or shape.
Given points in a graph ABCD are, A(2, 0), B(2, 2), C(0, 2), D(0, 1)
Subtract 4 from the x-coordinate and subtract 2 from the y-coordinate, resulting in a new points of graph A'B'C'D' are A'(-2, -2), B'(-2, 0), C'(-4, 0), D'(-4, -1)
The figure shown in below diagram.
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Find X
Picture Below
Step-by-step explanation:
From CalcWorkshop:
" Intersecting Chords Theorem. If two chords or secants intersect in the interior of a circle, then the product of the lengths of the segments of one chord is equal to the product of the lengths of the segments of the other chord "
6 * 4 = 8 * x
x = 3
why can't we use mean when a data set has one or two values that are much higher than all of the others
The reason we can't use the mean when a data set has one or two values that are much higher than all of the others is that it skews the average, making it not representative of the rest of the data.
What is the mean?The mean is a numerical measure of the central tendency of a data set. It is calculated by dividing the sum of all the values in a data set by the number of data points.
A data set is a collection of observations or measurements that are analyzed to obtain information. It can be represented graphically, in tabular form, or in any other format. The data set may be a sample or the entire population.
If a data set has one or two extremely high or low values, it can significantly impact the mean. These values are known as outliers. The outliers can cause the mean to be higher or lower than the actual middle value of the data.
Hence, in such cases, the median is a better choice for finding the central tendency of the data. The median is the middle value of the data set, and it is less affected by outliers than the mean. The mode, which is the value that occurs most frequently in the data set, is also a measure of central tendency that is less sensitive to outliers than the mean.
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25 POINTS
1. Explain the process of verifying a trigonometric identity.
2. What is a similarity and difference between verifying a trigonometric identity and solving an equation?
3. How do you find the value of cos120° using the sum or difference formula?
4. How do you decide whether to use a positive or negative sign in the half- angle formula for sine and cosine?
5. When solving a trigonometric equation, what is the difference between finding all solutions and finding all solutions within a specific interval?
The process of verifying trigonometric identity involves the use of Pythagorean theorem, double angle formula etc. The similarity between verifying a trigonometric identity and solving an equation is that it both involves mathematical expressions.
What is the process of verifying a trigonometric identity?1. The process of verifying a trigonometric identity involves using various trigonometric identities and properties to manipulate one side of the equation until it is simplified to the other side. This typically involves using algebraic manipulations, such as factoring and combining like terms, as well as trigonometric identities such as the Pythagorean identity, double angle formula, or sum and difference formula.
2. One similarity between verifying a trigonometric identity and solving an equation is that both processes involve manipulating mathematical expressions. However, a key difference is that verifying a trigonometric identity requires proving that the identity holds for all values of the variables involved, whereas solving an equation involves finding the specific values of the variables that make the equation true.
3. To find the value of cos120° using the sum or difference formula, we can use the fact that 120° is equal to 60° + 60°. We can then use the cosine sum formula, which states that cos(x+y) = cos(x)cos(y) - sin(x)sin(y), with x = y = 60°. This gives us:
[tex]cos(120\°) = cos(60\° + 60\°) = cos(60\°)cos(60\°) - sin(60\°)sin(60\°) = \frac{1}{2}*\frac{1}{2} - (\sqrt(3)/2)(\sqrt(3)/2) = -1/2[/tex]
Therefore, cos120° = -1/2.
4. The sign to use in the half-angle formula for sine and cosine depends on the quadrant in which the angle lies. If the angle is in the first or second quadrant, we use the positive sign. If the angle is in the third or fourth quadrant, we use the negative sign. For example, if we want to find sin(x/2) and x lies in the third quadrant (i.e., between 180° and 270°), we use the negative sign in the formula sin(x/2) = -√((1-cos(x))/2).
5. When solving a trigonometric equation, finding all solutions means determining all possible values of the variable that make the equation true, regardless of the range of values allowed for the variable. Finding all solutions within a specific interval, on the other hand, means restricting the values of the variable to a certain range and finding all possible solutions within that range. This is important because trigonometric functions are periodic and have infinitely many solutions, so it is often necessary to specify a range of values in order to obtain a finite set of solutions.
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Anita borrowed ₹6000 from a bank at 15% interest rate per annum. Find the interest and
amount to be paid at the end of 3 years.
Answer: The interest and amount to be paid at the end of 3 years is Rs.8700
Step-by-step explanation:
let P ,R, T be the Principle amount , Rate of interest and Time
Given that ,P= 6000rs
R= 15%
T=3 years
Interest= PRT÷ 100=6000rs×15r×3t÷100
=2700rs
value to be paid after 3 years = 6000rs+2700rs= 8700rs
Find the equation of the line parallel to 2x + 5y = 10 which passes through (0,-3)
Answer: The given equation 2x + 5y = 10 can be rewritten in slope-intercept form (y = mx + b) by solving for y:
2x + 5y = 10
5y = -2x + 10
y = (-2/5)x + 2
where the slope is -2/5.
Since we want to find the equation of a line parallel to this one, the slope of the new line will also be -2/5. We can use the point-slope form of the equation of a line to find the equation of the new line, using the point (0,-3):
y - y1 = m(x - x1)
where m is the slope and (x1, y1) is the given point.
Substituting m = -2/5, x1 = 0, and y1 = -3, we get:
y - (-3) = (-2/5)(x - 0)
y + 3 = (-2/5)x
y = (-2/5)x - 3
Therefore, the equation of the line parallel to 2x + 5y = 10 which passes through (0,-3) is y = (-2/5)x - 3.
Step-by-step explanation:
Answer:
2x + 5y = - 15
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
given
2x + 5y = 10 ( subtract 2x from both sides )
5y = - 2x + 10 ( divide through by 5 )
y = - [tex]\frac{2}{5}[/tex] x + 2 ← in slope- intercept form
with slope m = - [tex]\frac{2}{5}[/tex]
• Parallel lines have equal slopes , then
y = - [tex]\frac{2}{5}[/tex] x + c
the line crosses the y- axis at (0, - 3 ) ⇒ c = - 3
y = - [tex]\frac{2}{5}[/tex] x - 3 ← equation of parallel line in slope- intercept form
multiply through by 5 to clear the fraction
5y = - 2x - 15 ( add 2x to both sides )
2x + 5y = - 15 ← in standard form
Calcular a temperatura, na escola y correspondente a 40°x,
Conforme a figura
100
40
X
60
Y
+160
Ty
40
3
mater
Answer:
x=4
Step-by-step explanation:
100
40
X
60
Y
+160
Ty
40
3
A right cone has a base with diameter 14 units. The volume of the cone is 392π
cubic units. What is the length of a segment drawn from the apex to the edge of the circular base?
The segment drawn from the apex to the circumference of the circle's base is 25 units long.
Let's denote the radius of the circular base of the cone by r, and the height of the cone by h. Then, the diameter of the base is given as 14 units, which means that the radius is r = 14/2 = 7 units.
We are given that the volume of the cone is 392π cubic units, which means that:
(1/3)πr²h = 392π
Simplifying this equation, we get:
r²h = 1176
Substituting r = 7, we get:
49h = 1176
Solving for h, we get:
h = 24
So the height of the cone is 24 units.
To find the length of a segment drawn from the apex to the edge of the circular base, we can use the Pythagorean theorem. Let's denote this length by L. Then, we have:
L² = r² + h²
Substituting r = 7 and h = 24, we get:
L² = 7² + 24²
L² = 625
Taking the square root of both sides, we get:
L = 25
Therefore, the length of the segment drawn from the apex to the edge of the circular base is 25 units.
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1/sinx+cosx + 1/sinx-cosx = 2sinx/sin^4x-cos^4x
The simplified expression is 2cos²(x) + sinx - 1 = 0
The expression we will be simplifying is
=> 1/sinx+cosx + 1/sinx-cosx = 2sinx/sin⁴x-cos⁴x.
To begin, let us look at the left-hand side of the expression. We can combine the two fractions using a common denominator, which gives us:
(1/sinx+cosx)(sinx-cosx)/(sinx+cosx)(sinx-cosx) + (1/sinx-cosx)(sinx+cosx)/(sinx-cosx)(sinx+cosx)
Simplifying this expression using the distributive property, we get:
(1 - cosx/sinx)/(sin²ˣ - cos²ˣ) + (1 + cosx/sinx)/(sin²ˣ - cos²ˣ)
Next, we can simplify each fraction separately. For the first fraction, we can use the identity sin²ˣ - cos²ˣ = sinx+cosx x sinx-cosx to obtain:
1 - cosx/sinx = (sinx+cosx - cosx)/sinx = sinx/sinx = 1
Similarly, for the second fraction, we can use the same identity to obtain:
1 + cosx/sinx = (sinx-cosx + cosx)/sinx = sinx/sinx = 1
Substituting these values back into the original expression, we get:
1 + 1 = 2sinx/(sin⁴x - cos⁴x)
Now, we can simplify the denominator using the identity sin²ˣ + cos²ˣ = 1 and the difference of squares formula:
sin⁴x - cos⁴x = (sin²ˣ)² - (cos²ˣ)² = (sin²ˣ + cos²ˣ)(sin²ˣ - cos²ˣ) = sin²ˣ - cos²ˣ
Substituting this back into the expression, we get:
2 = 2sinx/(sin²ˣ - cos²ˣ)
Finally, we can simplify the denominator using the identity sin²ˣ - cos²ˣ = -cos(2x):
2 = -2sinx/cos(2x)
Multiplying both sides by -cos(2x), we get:
-2cos(2x) = 2sinx
Dividing both sides by 2, we get:
-cos(2x) = sinx
Using the double-angle formula for cosine, we get:
-2cos²(x) + 1 = sinx
Simplifying this expression, we get:
2cos²(x) + sinx - 1 = 0
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Education Planning For the past 15 years, an employee of a large corporation has been investing in an employee sponsored educational savings plan. The employee has invested $8,000 dollars per year. Treat the investment as a continuous stream with interest paid at a rate of 4.2% compounded continuously.
a. What is the present value of the investment?
b. How much money would have had to be invested 15 years ago and compounded at 4.2% compounded continuously to grow to the amount found in part a?
The amount that would have had to be invested 15 years ago and compounded at 4.2% compounded continuously to grow to the present value is $37,537.19.
The investment can be treated as a continuous stream with the interest paid at a rate of 4.2% compounded continuously.The present value of the investment can be calculated using the formula:P = C/e^(rt)Where,P = Present ValueC = Cash Flowsr = Interest Rate Per Periodt = Number of Periodse = Euler’s numberThe given values are as follows:C = $8,000 per yearr = 4.2% compounded continuously for 15 years.
C = $8,000e = 2.71828t = 15 yearsNow, we need to calculate the present value using the above formula.P = 8000/e^(0.042 x 15) = $82,273.24.The formula to calculate the amount that would have been invested 15 years ago is:A = P x e^(rt)Where,A = Future Value of the investmentP = Present Value of the investmentr = Rate of Interest Per Periodt = Number of Periodse = Euler’s numberThe present value of the investment is $82,273.24.
The rate of interest is 4.2% compounded continuously.t = 15 yearsNow, we need to calculate the amount that would have been invested 15 years ago.A = 82,273.24 x e^(0.042 x 15) = $37,537.19
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The sum of the first 30 terms in an arithmetic sequence is 1830 and the 8th term is 31 determine the first three terms
Answer:
Let's use the formula for the sum of the first n terms of an arithmetic sequence to find the value of the common difference d:
S = n/2 * (2a1 + (n-1)d), where S is the sum of the first n terms, a1 is the first term, and d is the common difference.
We know that S = 1830 and n = 30, so we can write:
1830 = 30/2 * (2a1 + 29d)
1830 = 15(2a1 + 29d)
122 = 2a1 + 29d
Next, we know that the 8th term is 31, so we can write:
a8 = a1 + 7d = 31
Now we have two equations with two unknowns, so we can solve for a1 and d:
122 = 2a1 + 29d
31 = a1 + 7d
Multiplying the second equation by 2 and subtracting it from the first equation, we get:
60 = 15d
So d = 4.
Substituting d = 4 into the equation a1 + 7d = 31, we get:
a1 + 28 = 31
a1 = 3
Therefore, the first three terms of the arithmetic sequence are:
a1 = 3
a2 = a1 + d = 3 + 4 = 7
a3 = a2 + d = 7 + 4 = 11
So the first three terms are 3, 7, 11.
Suppose a tank of water is a cylinder. The tank has a diameter of 14 inches and is filled
to a height of 9 inches. A fish tank decoration is placed in the tank and the water rises
by 2 inches with the decoration being completely covered by water. Find the volume of
the decoration to the nearest tenth of a cubic inch.
The decoration's volume, to the closest tenth of an inch cubic, is: 308.9 cubic inches make up V.
what is volume ?The quantity of space that an object or substance occupies is measured by its volume. Usually, it is expressed in cubic measures like cubic metres, cubic feet, or cubic inches. By multiplying an object's length, width, and height, or by applying a formula unique to the shape of the object, one can determine the volume of the object.
given
The cylinder's radius is equal to half of its diameter, or 14/2, or 7 inches. The new water level is 9 + 2 = 11 inches because the initial water level was 9 inches and the decoration raised the water level by 2 inches.
The decoration's volume is equivalent to the volume of water it removed from the area.
We can determine the volume of the ornamentation by using the following formula: V = r2h.
V = (72/2), which equals 98 cubic inches.
The decoration's volume, to the closest tenth of an inch cubic, is: 308.9 cubic inches make up V.
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matching question match the sets on the left with a true statement about the cartesian product of those sets on the right. {1, 2} x {3, 4} = {1, 2, 3, 4} x {3, 4, 5, 6} = {4, 5, 6, 7} x {4, 5, 6, 7} = {a, e, i, o, u} x {b, g, t, d} =
{1, 2, 3} x {1, 2, 4} =
Choose:
(5, 5) is a member.
its cardinality is 4. (2, 2) is a member. its cardinality is 20.
(4, 3) is a member.
The correct answer is: (4, 3) is a member. Its cardinality is 4.
Matching the sets on the left with a true statement about the Cartesian product of those sets on the right:{1, 2} × {3, 4} = {(1, 3), (1, 4), (2, 3), (2, 4)}{1, 2, 3, 4} × {3, 4, 5, 6} = {(1, 3), (1, 4), (1, 5), (1, 6), (2, 3), (2, 4), (2, 5), (2, 6), (3, 3), (3, 4), (3, 5), (3, 6), (4, 3), (4, 4), (4, 5), (4, 6)}{4, 5, 6, 7} × {4, 5, 6, 7} = {(4, 4), (4, 5), (4, 6), (4, 7), (5, 4), (5, 5), (5, 6), (5, 7), (6, 4), (6, 5), (6, 6), (6, 7), (7, 4), (7, 5), (7, 6), (7, 7)}{a, e, i, o, u} × {b, g, t, d} = {(a, b), (a, g), (a, t), (a, d), (e, b), (e, g), (e, t), (e, d), (i, b), (i, g), (i, t), (i, d), (o, b), (o, g), (o, t), (o, d), (u, b), (u, g), (u, t), (u, d)}{1, 2, 3} × {1, 2, 4} = {(1, 1), (1, 2), (1, 4), (2, 1), (2, 2), (2, 4), (3, 1), (3, 2), (3, 4)}The following are true statements about the Cartesian product of these sets:its cardinality is 4. (4, 3) is a member.
Therefore, the correct answer is: (4, 3) is a member. Its cardinality is 4.
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3.27 Underage drinking, Part 2: we learned in Exercise 3.25 that about 69.7% of 18-20 year olds consumed alcoholic beverages in 2008. We now consider a random sample of fifty 18-20 years old. What is the probability that 45 or more people in this sample have consumed alcoholic beverages? Answer is 0.0006
In conclusion, the probability that 45 or more people in a sample of fifty 18-20 year olds have consumed alcoholic beverages is 0.0006. This can be calculated by using the binomial distribution formula or by visually representing the data in a probability tree diagram.
The probability that 45 or more people in a sample of fifty 18-20 year olds have consumed alcoholic beverages is 0.0006. This can be determined by using the binomial distribution formula. The formula states that the probability of getting x successes in n trials is equal to nCr x (p)x (1-p)n-x, where n is the number of trials (in this case, 50), p is the probability of success (69.7%), and x is the number of successes (45). By plugging these values into the formula, we obtain a probability of 0.0006.
In addition to the binomial distribution formula, we can also use a visual representation such as a probability tree diagram to represent the given data. The probability tree diagram can be used to show the number of ways a certain outcome can occur. In this case, it would be the probability of 45 or more people in the sample of fifty 18-20 year olds consuming alcoholic beverages. The probability tree diagram consists of a trunk which branches off into multiple possible outcomes. At the end of each branch, there is a probability that corresponds to the probability of the given outcome occurring.
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A car dealership offers a convertible that can be purchased in one of four colors: red, black, white, or silver. The number of cars purchased in each color is listed below.
red: 400
black: 325
white: 475
silver: 300
Based on the information shown in the list, what is the probability that the next car purchased will be silver? Please put your answer in the form of a percentage.
In this case, we are given a car dealership that offers a convertible that can be purchased in one of four colors: red, black, white, or silver. It is asked in the problem to give the probability for the next car purchased will be silver. since there are 300 silver colors, then the probability is 300/1500 or 1/5 in lowest terms. this is equal to 0.20.
NEED HELP
5. Find the value of the variables of t and s
In given triangle, the value of t is 3.75 and the value of s is 10.4.
What are the 3 sides of a triangle?In a right triangle, the hypotenuse is the longest side, a "opposite" side is the one across from a given angle, and a "adjacent" side is close to a given angle. We use unique terminology to describe the sides of right triangles.
We can set up the following ratios because the two triangles in the illustration are comparable to one another:
t / 5 = 6 / 8 (using the smaller triangle)
s / 13 = 8 / 10 (using the larger triangle)
Simplifying these ratios, we get:
t / 5 = 3 / 4
s / 13 = 4 / 5
We may cross-multiply and simplify to find t and s:
t = 5(3/4) = 15/4 = 3.75
s = 13(4/5) = 10.4
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Find the slope of the tangent line to the ellipse x^(2)/16 +y^(2)/4=1 at the point (x,y). slope =?
Are there any points where the slope is not defined? (Enter them as comma-separated ordered-pairs, e.g., (1,3), (-2,5). Enter none if there are no such points.) slope is undefined at ?
The slope of the tangent line at the point (x,y) is -x/(2y). The ellipse's slope is not defined at the coordinates (4, 0), (-4, 0).
What is slope of a tangent?The rate of change of a curve at a certain position is represented by the slope of a tangent line to the curve at that location. In other words, it indicates whether the curve is steep or shallow at that particular location. Calculating the derivative of a function in calculus also requires estimating the slope of a tangent line, which is a crucial step. We may determine the slope of the tangent line and subsequently the derivative of the function at a location by determining the limit of the slope of a secant line as the two points on the line approach closer and closer together.
The equation of the ellipse is x²)/16 +y²/4=1.
We take the derivative of the equation with respect to xto find the slope:
x²/16 + y²/4 = 1
(x²/16)' + (y²/4)' = 1'
2x/16 + 2y/4 * dy/dx = 0
dy/dx = -x/(2y)
When the denominator of 2y equals 0, there are some locations where the slope is not specified. The ellipse's slope is not defined at the coordinates (4, 0), (-4, 0), and all locations on the x-axis between these two points when y = 0, which occurs.
Hence, the slope of the tangent line at the point (x,y) is -x/(2y). The ellipse's slope is not defined at the coordinates (4, 0), (-4, 0).
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you have spent $2,500 on liquor for your bar. your bar sales have been $12,890. what is your cost of sales for liquor, expressed as a percentage?
The cost of sales for liquor, expressed as a percentage is 19.39%.
What is the cost of sales for liquor in percentage?To compute for the cost of sales for liquor, expressed as a percentage given that you have spent $2,500 on liquor for your bar and your bar sales have been $12,890, you can use the formula:
Cost of sales = (Cost of Goods Sold / Total Sales) × 100
where, Cost of Goods Sold (COGS) = Beginning Inventory + Purchases - Ending Inventory (or the total cost of goods sold during the period)
Total Sales = Gross sales - Sales discounts - Sales returns and allowances
Let's compute for the COGS first:
COGS = Beginning Inventory + Purchases - Ending Inventory
= $0 + $2,500 - $0
= $2,500
Total Sales = Gross sales - Sales discounts - Sales returns and allowances
= $12,890 - $0 - $0
= $12,890
Cost of sales is obtained as follows:
Cost of sales = (Cost of Goods Sold / Total Sales) × 100
= ($2,500 / $12,890) × 100
= 19.39%.
Therefore, the cost of sales for liquor, expressed as a percentage is 19.39%.
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Part A: Graph the system of equations {−2x+y=6x−y=1
Part B: Determine the solution from Part A.
Answer:
Step-by-step explanation:
An important math tool is graphing. It can be a straightforward method for introducing more general concepts like most and least, greater than, or less than. It can also be a great way to get your child interested in math and get them excited about it. Using graphs and charts, you can break down a lot of information into easy-to-understand formats that quickly and clearly convey key points.
Given equation 2x + y = 6 we can drive from this equation that at x = 0 y will be 6 and y =0 x will be 3 hence we have two points of the line (0,6) and (3,0)
From the Given equation (2) 6X + 3Y = 12 we can drive from this equation that at x = 0 y will be 4 and y =0 x will be 2 hence we have two points of the line (0,4) and (2,0).
DIO
Answer?
St
Che
The nth term of a sequence is n²+ a.
The 6th term of the sequence is 29
Find the sum of the first 4 terms.
Answer:
2
Step-by-step explanation:
Seq. nth term, sum
The nth term of a sequence is n^2+ a
The 6th term of the sequence is 29
Find the sum of the first 4 terms
We are given that the nth term of the sequence is n^2 + a.
To find the value of 'a', we can use the fact that the 6th term of the sequence is 29.
Substituting n = 6 in the expression for the nth term, we get:
6^2 + a = 29
Simplifying this equation, we get:
a = 29 - 6^2
a = -7
So, the expression for the nth term of the sequence is:
n^2 - 7
Now, we need to find the sum of the first 4 terms of the sequence.
The first term of the sequence is given by substituting n = 1 in the expression for the nth term:
1^2 - 7 = -6
The second term of the sequence is given by substituting n = 2:
2^2 - 7 = -3
The third term of the sequence is given by substituting n = 3:
3^2 - 7 = 2
The fourth term of the sequence is given by substituting n = 4:
4^2 - 7 = 9
Therefore, the sum of the first 4 terms of the sequence is:
-6 + (-3) + 2 + 9 = 2
4. A polygon with area 10 square units is dilated by a scale factor of k. Find
the area of the image for each value of k. (Lesson 5-4)
a. k = 4
b. k = 1.5
c. k = 1
d. k = 1/3
Answer:
If a polygon is dilated by a scale factor of k, then its area is multiplied by k².
a. When k = 4, the area of the image is 10 × 4² = 160 square units.
b. When k = 1.5, the area of the image is 10 × 1.5² = 22.5 square units.
c. When k = 1, the area of the image is 10 × 1² = 10 square units. (The image is the same size as the original.)
d. When k = 1/3, the area of the image is 10 × (1/3)² = 10/9 square units.
Step-by-step explanation:
For every seven dogs at the vet there are 10 cats if there is a total of 102 dogs and cats how many cats were at the vet
The total number of cats at the vet is approximately 61.
What is a proportion?A percentage is an equation proving the equality of two ratios. A ratio is a fractional comparison of two numbers or quantities. Proportions are used in mathematics to solve issues that involve comparing two numbers or discovering an unknown value. For instance, proportions can be used to determine equivalent fractions, compute percentages, and solve issues requiring rates and ratios. In a proportion, the numerator of one ratio is the same as the numerator of the other ratio, and vice versa for the denominator. Simplifying and cross multiplying can be used to address proportional problems.
Let the total number of dogs =x.
Let the total number of cats = y.
Given that, for every seven dogs at the vet there are 10 cats.
Thus, using proportions we have:
7 dogs / 10 cats = x / y
Using cross multiplication:
7 dogs x y = 10 cats (x)
y = (10/7) (x)
Now, x +y = 102
x = 102 - y
Substituting the value:
y = 10/7 (102 - y)
y = 145.71 - 1.4y
y + 1.4y = 145.71
2.4y = 145.71
y = 60.71
Hence, the total number of cats at the vet is approximately 61.
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the city cafe is known for their vegetable plate lunch special that comes with four vegetables, cornbread, and sweet tea. if the four vegetables can be selected from a list of ten vegetables, what formula should be used to determine how many different vegetable plates are there? assume no vegetable is selected more than once
From the given list of vegetables, the number of different ways in which these vegetables can be selected from a list of vegetables such that no vegetable is selected more than once given here by the formula of Combination, which is: [tex]^nC_k[/tex] = n!/[k!(n-k)!].
What is the formula for vegetable plates?The city café is known for its vegetable plate lunch special that comes with four vegetables, cornbread, and sweet tea. If the four vegetables can be selected from a list of ten vegetables, the formula to determine how many different vegetable plates there are would be a combination of 10 vegetables taken 4 at a time.
The number of different ways that four vegetables can be selected from a list of ten vegetables is given by the formula of Combination, which is:
[tex]^nC_k[/tex] = n!/[k!(n-k)!]
where, n = number of elements in the set = 10 vegetables
k = number of elements chosen = 4 vegetables
n - k = number of elements not chosen = 10 - 4 = 6 vegetables
Therefore, the number of different vegetable plates is:
[tex]^nC_k[/tex] = 10!/ [4!(10-4)!]
[tex]^nC_k[/tex] = (10×9×8×7)/ (4×3×2×1) = 210
Hence, there are 210 different vegetable plates.
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Can someone help me with this please?
To solve the question asked, you can say: So, the other angle of the figure is 49 degree.
what are angles?In Euclidean geometry, an angle is a shape consisting of two rays, known as sides of the angle, that meet at a central point called the vertex of the angle. Two rays can be combined to form an angle in the plane in which they are placed. Angles also occur when two planes collide. These are called dihedral angles. An angle in planar geometry is a possible configuration of two rays or lines that share a common endpoint. The English word "angle" comes from the Latin word "angulus" which means "horn". A vertex is a point where two rays meet, also called a corner edge.
here the given angles are as -
107 + (180-156) + x = 180
as total angle sum of a triangle is 180
so,
x = 180 - 131
x = 49
So, the other angle of the figure is 49 degree.
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What is the scale factor of the following pair of similar polygons ?
The scale factor of the following pair of similar polygons after the dilation is 0.7
Calculating the scale factor of the similar polygonsGiven
The pair of similar polygons
From the pair of similar polygons, we have the following corresponding side lengths
Pre-image of the polygon = 30
Image of the polygon = 21
The scale factor of the similar polygons is then calculated as
Scale factor = 21/30
Evaluate the quotient
Scale factor = 0.7
Hence, the scale factor is 0.7
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A blueprint shows an apartment with
an area of 15 square inches. If
the blueprint's scale is
1 inch : 8 feet, what will the actual
square footage of the apartment be?
The actual area of the apartment will
be
square feet.
A blueprint shows an apartment with an area of 15 square inches. If the blueprint's scale is 1 inch : 8 feet. The actual area of the apartment will be 960 square feet.
Dilation:
Inflation is the process of increasing the size of an item without affecting its shape. Depending on the scale factor, the size of the object can increase or decrease. Dilation is a transformation used to change the size of an object. Dilation is used to make objects larger or smaller. This transformation produces an image of the same shape as the original.
The dilation should either stretch or contract the original shape. This transformation is referred to as the "scaling factor".
When zooming in produces a larger image, it is called zooming in.
If dilation produces a smaller image, this is called downscaling.
There is no effect of dilation on the angle.
A blueprint shows an apartment with an area of 15 square inches.
If the blueprint's scale is 1 inch : 8 feet.
Then the scale factor will be 8/1 feet per inch.
Then the actual area square footage of the apartment will be
Actual area = 15 x (scale factor)²
Then the actual area of the footage will be
⇒ Actual area = 15 x (8/1)²
⇒ Actual area = 15 x 64
⇒ Actual area = 960 square feet
Thus, the actual area of the apartment will be 960 square feet.
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Please help me with this question thank you
Answer:
∠DCB = 32
Step-by-step explanation:
∠A + ∠B = 90
∠B = 90 - ∠A = 90 - 32 = 58
∠DCB + ∠B = 90
∠DCB = 90 - ∠B = 90 - 58 - 32
Let Y be a binomial random variable with n trials and probability of success given by p. Use the method of moment-generating functions to show that U = n - Y is a binomial random variable with n trials and probability of success given by 1 - p.
Let Y be a binomial random variable with n trials and probability of success given by p. We are to show that U = n - Y is a binomial random variable with n trials and probability of success given by 1 - p.
Binomial random variables are a type of discrete random variables which have the following properties:Each trial is independent, with two possible outcomes called success and failureThe probability of success p is the same for each trial. The binomial random variable X is the number of successes that occur in n trials.
The probability distribution of X is given by:P(X = x) = ( n choose x ) p^x(1 - p)^(n - x)for x = 0, 1, 2, ... , nThe moment-generating function of X is given by:M(t) = E(e^(tX)) = sum_(x=0)^n [ (n choose x) p^x(1-p)^(n-x) e^(tx)]We are to show that U = n - Y is a binomial random variable with n trials and probability of success given by 1 - p.
Since Y is a binomial random variable, it has the following moment-generating function:M_Y(t) = E(e^(tY)) = sum_(y=0)^n [ (n choose y) p^y(1-p)^(n-y) e^(ty)]Note that U = n - Y, so that n - u = y or u = n - y. Then the moment-generating function of U is given by:M_U(t) = E(e^(tU)) = E(e^(t(n - Y))) = E(e^(nt) e^(-tY)) = e^(nt) E(e^(-tY)) = e^(nt) M_Y(-t).
Thus the moment-generating function of U is the product of a term that is independent of y and the moment-generating function of a binomial random variable with n trials and probability of success 1-p. Therefore, U is a binomial random variable with n trials and probability of success 1-p.
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4/7+1/8+1/3 prime number
According to the solution, the Given number is not prime (7/8 or 0.875). This doesn't qualify as a prime number.
What does a prime number mean in mathematics?Prime numbers are those that have just two elements, one and themselves. For instance, the first five prime numbers are 2, 3, 5, 7, and 11. Comparatively, composite numbers are defined as having more than two elements.
How are prime numbers taught in schools?Try to divide the number by all the smaller numbers to see if your child can determine whether it is prime. It is a prime number if it can only be divided by itself and by one.
According to the given information.= 4/7+1/8+1/3
= 7/8 or 0.875
This is not a prime number.
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