The graph shows the velocity, v metres per second, of a car at time t seconds. Work out an estimate for the distance the car travelled for the first 8 seconds. Use 4 strips of equal width. -1-500- -1000- -500 0 V t

please help!!!​

Answer:

Exponents are a mathematical notation used to represent repeated multiplication. An exponent, also known as a power, consists of a base number and a small superscript number, which indicates how many times the base number should be multiplied by itself.

For example, in the expression 2^3, the base number is 2 and the exponent (or power) is 3. This means that 2 should be multiplied by itself three times: 2 x 2 x 2 = 8. So, 2^3 is equal to 8.

Exponents can also be negative or fractions. In these cases, the negative exponent indicates division and the fraction exponent indicates taking a root.

For instance, in the expression 2^-3, the negative exponent means that 2 is in the denominator of a fraction: 1/2 x 1/2 x 1/2 = 1/8. So, 2^-3 is equal to 1/8.

In the expression 4^(1/2), the fraction exponent means that we take the square root of 4: 2 x 2 = 4. So, 4^(1/2) is equal to 2.

Exponents have many practical applications in science, engineering, and other fields. They can be used to represent large or small quantities, as well as to simplify complex mathematical expressions.

Step-by-step explanation:

from the given circle having tangents, the value of x is 130°.

A line that touches a curve at one point, y = f(x), is said to be the curve's tangent line. (x0, y0). The point at which it is drawn is substituted into the derivative f'(x) to find its slope (m), and y - y0 = m is used to find its equation. (x - x0).

In geometry, a tangent is a straight line that touches a curve or a surface at a single point, without intersecting it at that point. In the case of a curve, the tangent line at a point on the curve has the same slope as the curve at that point.

In trigonometry, the tangent is a mathematical function that relates the angles of a right triangle to the ratio of the length of the opposite side to the length of the adjacent side.

From the given figure,

We know that

50 + AB = 180

AB = 180 - 50

AB = 130

The value of x or arc AB is 130°.

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No, it does not necessarily imply that any random variable X defined from S will have an infinite set of possible values.

For instance, consider a random variable X that takes values from the set of natural numbers S = {1, 2, 3, ...}. We can define X as follows: X(n) = n for any n ∈ S.

Although S is an infinite set, X can only take values in S, which is also an infinite set, but not a larger one. Therefore, X has a countable (finite or infinite) set of possible values.

In general, the set of possible values of a random variable depends on how the variable is defined and not just on the size of the sample space.

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Answer:

(a - 1)(3p - 2)

Step-by-step explanation:

3p(a - 1) - 2(a - 1) ← factor out (a - 1) from each term

= (a - 1)(3p - 2)

The loan's interest rate, which is [tex]0.475[/tex] percent or [tex]4.75[/tex]%, is imposed by Andrea.

An interest rate provides information on how costly lending is or how profitable saving is. Hence, if you are a borrower, an interest rate refers to the total you pay for borrowing money and is expressed as a proportion of the total loan amount.

Borrowing money is more expensive when rates of interest are elevated and less expensive when rates of interest are low. Be sure you fully understand how the rate of interest will impact the entire amount you have to pay before accepting a loan.

maturity value [tex]=[/tex] principal [tex]+[/tex] (principal [tex]*[/tex] interest rate [tex]*[/tex] time)

maturity value [tex]= 34,275[/tex]

principal [tex]= 30,000[/tex]

time [tex]= 3[/tex] years

So we have:

[tex]34,275 = 30,000 + (30,000 * interest rate * 3)[/tex]

Simplifying this equation, we get:

[tex]34,275 - 30,000 = 9,000 *[/tex] interest rate

[tex]4,275 = 9,000[/tex] [tex]*[/tex] interest rate

interest rate [tex]= 4,275 / 9,000[/tex]

interest rate [tex]= 0.475[/tex]

Therefore, the interest rate charged on the loan is [tex]0.475[/tex] or [tex]4.75[/tex]%.

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The length of each side of the regular pentagon is 10 units

Let's use the fact that the floor is a regular pentagon to set up an equation involving the side lengths.

A regular pentagon has five sides of equal length, so we can set the two expressions for the side lengths equal to each other:

2× + 4 = 4 × - 2

Solving for x, we get:

2x = 6

x = 3

Now that we have the value of x, we can substitute it back into either expression for the side length to find the length of each side. Let's use the expression (2× + 4) inches:

2× + 4 = 2(3) + 4

= 6 + 4

= 10 units

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Answer:

Proofs attached to answer

Step-by-step explanation:

Proofs attached to answer

Answer:

Step-by-step explanation:

If the circumference and area of a circle are numerically equal, then we can write the following equation:

C = A

where C is the circumference and A is the area of the circle.

Using the formulas for the circumference and area of a circle, we can substitute and simplify the equation as follows:

2πr = πr^2

Dividing both sides by πr gives:

2 = r

Therefore, if the circumference and area of a circle are numerically equal, then the radius is numerically equal to 2.

Therefore, the area of the whole figure is 60170 square centimeters.

Area is a measurement of the amount of space inside a 2-dimensional shape, such as a rectangle, triangle, circle, or any other polygon. It is usually measured in square units, such as square inches, square feet, square meters, etc. The formula for finding the area of a shape depends on the type of shape. For example, the area of a rectangle is calculated by multiplying its length by its width, while the area of a circle is calculated by multiplying the square of its radius by pi (3.14).

Here,

To find the area of the whole figure, we need to find the area of the triangle and the area of the rectangle, and then add them together.

The area of the triangle can be found using the formula:

Area of triangle = (1/2) x base x height

where base is the length of one side of the triangle (2 cm) and height is the altitude (1.7 m). We need to convert the altitude to centimeters to match the units of the base:

1.7 m = 170 cm

So, the area of the triangle is:

Area of triangle = (1/2) x 2 cm x 170 cm = 170 cm²

The area of the rectangle is simply:

Area of rectangle = length x width = 2 m x 3 m = 6 m²

Now, we can add the two areas together to get the total area of the figure:

Total area = Area of triangle + Area of rectangle

= 170 cm² + 6 m²

Since the units are different, we need to convert one of them to match the other. Let's convert the area of the rectangle from meters to centimeters:

6 m² = 60000 cm²

Now, we can add the two areas together:

Total area = 170 cm² + 60000 cm²

= 60170 cm²

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The rate of change between these two points is 28/3.

A key idea in mathematics is the rate of change, which defines how quickly one variable changes in relation to another. From physics and engineering to economics and social sciences, it is used to explain a broad variety of occurrences. Calculus gives a means to calculate the instantaneous rate of change at any given moment by using the derivative of a function as the rate of change. Several practical applications, such as forecasting population increase, simulating the behaviour of a physical system, or streamlining a production process, depend on an understanding of the rate of change.

The coordinates of the point for the interval [-2, 1] is (-2, 4) and (1, 32).

The rate of change is the slope between the two points. Thus,

m = (y2 - y1) / (x2 - x1)

m = (32 - 4) / (1 - (-2)) = 28 / 3

Therefore, the rate of change between these two points is 28/3.

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The gradient of the chord PQ is 2h + 8

Let's first find the coordinates of points P and Q on the curve y = 2x^2+1.

Point P has an abscissa of 2, so its coordinates are (2, 2(2)^2+1) = (2, 9).

Point Q has an abscissa of 2+h, so its coordinates are (2+h, 2(2+h)^2+1) = (2+h, 2(4+4h+h^2)+1) = (2+h, 8+8h+2h^2+1) = (2+h, 2h^2+8h+9).

The gradient of the chord PQ is given by:

(m) = Δy /Δx

(m) = (2h^2+8h+9 - 9) / (2+h - 2)

(m) = (2h^2+8h) / (h)

(m) = 2h + 8

As h approaches zero, the gradient of the chord PQ approaches 8, because the term 2h becomes negligible compared to 8 when h is small. Therefore, the gradient of the tangent to the curve at point P is 8.

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This is not a fair game, because the probabilities of Travis winning and Rob winning are not equal. If the game were fair, the probabilities would be equal.

The probability of an event is calculated by dividing the number of favorable outcomes by the total number of possible outcomes. Probability theory is used in various fields, including statistics, economics, engineering, physics, and finance, among others, to analyze and make predictions about uncertain events.

A. To find the probability that Travis will win, we need to count the number of black cards with a value of nine or greater, and divide that by the total number of cards in the deck. There are 26 black cards in the deck, and 12 of them are worth nine or greater (four each of jacks, queens, and kings). So the probability that Travis will win is 12/52, or 3/13.

B. To find the probability that Rob will win, we need to count the number of red cards with a value of less than nine, and divide that by the total number of cards in the deck. There are 26 red cards in the deck, and 20 of them are worth less than nine (the sixes, sevens, and eights, plus the four aces). So the probability that Rob will win is 20/52, or 5/13.

C. This is not a fair game, because the probabilities of Travis winning and Rob winning are not equal. If the game were fair, the probabilities would be equal.

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Therefore, the 95% confidence interval for the population proportion of disks that are defective is (0.8357, 0.9475). This means that there is a 95% probability that the true population proportion of disks that are defective is between 0.8357 and 0.9475.

The quality-conscious disk manufacturer can use a 95% confidence interval to estimate the fraction of defective disks made by the company. The 95% confidence interval is calculated using the sample data to construct an interval estimate of the population proportion.
Using the given data, the sample proportion of disks that are not defective is 904/1015 = 0.8915.
The 95% confidence interval for the population proportion of disks that are defective is then given by:
Lower limit = 0.8915 – (1.96 x √(0.8915 x (1- 0.8915)/1015))
= 0.8915 – (1.96 x 0.0285)
= 0.8915 – 0.0558
= 0.8357
Upper limit = 0.8915 + (1.96 x √(0.8915 x (1- 0.8915)/1015))
= 0.8915 + (1.96 x 0.0285)
= 0.8915 + 0.0558
= 0.9475
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Answer: 6.75

Step-by-step explanation:

45 x 0.15= 6.75

The company made a profit of $770

Profit is the difference between revenue and costs. In this scenario, the revenue from selling 110 selfie sticks is $10 × 110 = $1100.

Therefore, the costs of producing the same number of selfie sticks are

110 × $3 = $330

So, the profit that Gamboa, Inc. made is

$1100 - $330 = $770.

As we can see, based on the number of selfie sticks together with their production, we managed to obtain a profit of $770.

Hence, the company made a profit of $770.

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Net rendering is a method of rendering a computer-generated animation or image on multiple computers over a network.

Net rendering is a method of rendering a computer-generated animation or image on multiple computers over a network. This technique allows a user to take advantage of the computing power of multiple computers to render a scene. To do this, the user would divide the scene into several parts, assigning each part to a different computer. The computers would then render each part of the scene independently, and then the results are combined into a single image. This process can significantly reduce the time required to render a scene, as the workload is distributed over multiple computers. For example, if it would normally take a single computer 10 minutes to render a scene, net rendering could reduce that time to 2 minutes.

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The sample size cannot be determined from this information alone. A confidence interval for a population mean is calculated based on the mean of a sample, the sample size, and the standard deviation.

Deviation is the difference between the expected value or average of a set of data and the actual value. For example, if the average of a set of numbers is 10 and one of the numbers is 15, the deviation of that number is 5. Deviation is a measure of how much variation exists in a set of data. It is an important tool used to measure the accuracy of a data set and identify outliers within that data set. Deviation is also used to measure the volatility of a stock or other investment, which is a measure of how much its price changes over time.

Therefore, to determine the sample size, the mean, standard deviation, and confidence interval of the sample must all be known.

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The sample size cannot be determined from this information alone. A confidence interval for a population mean is calculated based on the mean of a sample, the sample size, and the standard deviation.

Deviation is the difference between the expected value or average of a set of data and the actual value. For example, if the average of a set of numbers is 10 and one of the numbers is 15, the deviation of that number is 5. Deviation is a measure of how much variation exists in a set of data. It is an important tool used to measure the accuracy of a data set and identify outliers within that data set. Deviation is also used to measure the volatility of a stock or other investment, which is a measure of how much its price changes over time.

Therefore, to determine the sample size, the mean, standard deviation, and confidence interval of the sample must all be known.

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Complete Question:
A 95% confidence interval for a population mean was reported to be 152 to 160. If s 15, what sample size was used in this study?

The product of the two expressions can be simplified to -1/2(y-1).

Let's first focus on the expression 27y/(y²-1). This expression has a denominator that is a difference of squares, which we can factor as (y+1)x(y-1). We can then use partial fraction decomposition to rewrite the expression as follows:

27y/(y²-1) = (A/(y+1)) + (B/(y-1))

Multiplying both sides by (y+1)x(y-1), we get:

27y = Ax(y-1) + Bx(y+1)

We can then solve for A and B by setting y = 1 and y = -1, respectively. This gives us:

A = -9 B = 9

Substituting these values back into our partial fraction decomposition, we get:

27y/(y²-1) = (-9/(y+1)) + (9/(y-1))

Now let's focus on the expression (y²+y)/(36y²). We can factor out a y from the numerator and denominator to get:

y(y+1)/(36yxy)

We can then simplify this expression by cancelling out the y's:

(y+1)/36

Now that we have simplified each expression separately, we can multiply them together.

(27y/(y²-1)) x ((y²+y)/(36y²)) = ((-9/(y+1)) + (9/(y-1))) x ((y+1)/36)

We can distribute the second expression and simplify:

=> ((-9y)/(y+1) + (9y)/(y-1)) x ((y+1)/36) = ((-9y)(y-1) + (9y)(y+1)) / (36x(y²-1))

=> (-9y² + 9y - 9y² - 9y) / (36x(y²-1)) = (-18y² - 18y) / (36x(y²-1))

=> (-1/2)x(y+1)/(y-1)(y+1) = -1/2(y-1)

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The line x + y = 9 is y = -x + 6 is keeps through the point (5,1).

To find the equation of the line that passes through the point (5,1) and is parallel to the line x + y = 9, we need to first find the slope of the line x + y = 9.

Rearranging the equation in slope-intercept form, we get y = -x + 9

The slope of this line is -1, since the coefficient of x is -1.

Since the line we want to find is parallel to this line, it will have the same slope of -1.

Using the point-slope form of a line, the equation of the line passing through the point (5,1) and with a slope of -1 is: y - 1 = -1(x - 5)

Simplifying and rearranging the equation, we get:

y - 1 = -x + 5

y = -x + 6

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There are 169 outcomes in the complement of the given event.

To find the number of outcomes in the complement of the given event, which is that out of 344 high school students in their senior year, 175 are left-handed, you need to follow a few steps. So, let's get started. To find the number of outcomes in the complement of the given event, you will first find the total number of students that are right-handed, which can be found by subtracting the number of left-handed students from the total number of students:344 - 175 = 169Therefore, there are 169 right-handed students.

Next, to find the number of outcomes in the complement of the given event, you will need to subtract the number of outcomes in the given event from the total number of possible outcomes. Since the number of possible outcomes is equal to the total number of students, the number of outcomes in the complement of the given event can be found by subtracting the number of left-handed students from the total number of students:344 - 175 = 169 Therefore, there are 169 outcomes in the complement of the given event.

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The value of ( sin 30° + cos 30° ) - ( sin 60° + cos 60° ) is 0.

(sine 30 + cos 30 ) - (sin 60 + cos 60 )

= ([tex]\frac{1}{2}[/tex] + [tex]\frac{\sqrt{3} }{2}[/tex]) - ([tex]\frac{\sqrt{3} }{2}[/tex] + [tex]\frac{1}{2}[/tex])

= [tex]\frac{1}{2}[/tex]  + [tex]\frac{\sqrt{3} }{2}[/tex] - [tex]\frac{\sqrt{3} }{2}[/tex] - [tex]\frac{1}{2}[/tex]

= [tex]\frac{\sqrt{3} }{2}[/tex] - [tex]\frac{\sqrt{3} }{2}[/tex]

= 0

Trigonometry is a branch of mathematics that focuses on the relationships between angles and the sides of triangles. It involves the study of trigonometric functions such as sine, cosine, tangent, cotangent, secant, and cosecant, and their various properties and applications. These functions relate the angles of a right triangle to the lengths of its sides, and they can be used to solve a wide range of problems in fields such as engineering, physics, astronomy, and navigation.

Trigonometry also includes the study of trigonometric identities, which are mathematical expressions that are true for all values of the variables involved. These identities can be used to simplify complex trigonometric expressions and to prove other mathematical theorems.

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As a result, the triangles and are similar triangles according to the meaning of similarity. Thus, the Angle-Angle Similarity Principle has been demonstrated.

Three straight edges and three angles make up a closed, two-dimensional triangle. By joining three non-collinear lines, it is created. One of the most fundamental geometric shapes, triangles are used in many disciplines, including physics, engineering, and construction. According to their edges and angles, triangles can be classified as equilateral, isosceles, scalene, acute, obtuse, or right triangles.

given

Take into account two triangles Z and T such that ZT ZX and ZUZY. We must demonstrate the similarity of these two shapes.

We are aware that if two triangles are similar, their respective sides and angles will be proportional.

Now, let's prove that the respective sides of these two triangles are proportional. Since ZT ZX, the respective sides of similar triangles result in TZ/ZX = TU/ZY. If we simplify this number, we obtain:

TU/ZX Equals TZ/ZY.

This demonstrates that the ratio between the respective sides of these two triangles.

As a result, the triangles and are similar triangles according to the meaning of similarity. Thus, the Angle-Angle Similarity Principle has been demonstrated.

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The complete question is :- Write a proof of the Angle-Angle Similarity Theorem.

If two angles of one triangle are congruent to two angles of another triangle, then the triangles are similar.

Given: ZT ZX, ZUZY

Prove: Δτυν - ΔΧΥΖ

Dilate XYZ by the scale factor

Answer:

The following statements about Josiah's solution are true:

He found the proportion of rock songs to the total number of songs correctly: StartFraction 10 over 20 EndFraction = StartFraction x over 1,500 EndFraction.

He solved the proportion correctly: StartFraction 10 times 30 over 20 times 30 EndFraction = StartFraction x over 1,500 EndFraction.

He correctly determined that the number of rock songs on his MP3 player is 300 (x = 300).

Therefore, the statements that are true are:

He found the proportion of rock songs to the total number of songs correctly.

He solved the proportion correctly.

He correctly determined that the number of rock songs on his MP3 player is 300 (x = 300).

We are given that the SAT and ACT measure the same aptitude but use different scales. To find the equivalent ACT score for a given SAT score, we can use the conversion chart.
SAT 1100 = ACT 23
Therefore, the equivalent ACT score for a student with an SAT score of 1104 is 23.
3. If a student gets an SAT score of 1536, find the equivalent ACT score.
Solution:
To find the equivalent ACT score for a given SAT score, we can use the conversion chart.
SAT 1536 = ACT 35
Therefore, the equivalent ACT score for a student with an SAT score of 1536 is 35.
Therefore, the SAT score = 1536 and the ACT score = 35.

1. If a student gets an SAT score that is the 70th percentile, find the actual SAT score.
Solution:
We are given that SAT scores are normally distributed with a mean of 990 and a standard deviation of 201. We are asked to find the SAT score for the 70th percentile.
P( SAT score < X) = 0.70
We can use the standard normal table to find the corresponding z-score for the 70th percentile.
z = 0.52
We can use the z-score formula to find the SAT score:
z = (X - μ) / σ
0.52 = (X - 990) / 201
X = 1103.72
Therefore, the actual SAT score for the 70th percentile is 1104.
2. What would be the equivalent ACT score for this student?

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Answer: 5 ≥ y-2 is equivalent to y ≤ 7.

Step-by-step explanation: To check if 5 is greater than or equal to y-2, we need to isolate the variable y on one side of the inequality sign.

5 ≥ y - 2

First, we can add 2 to both sides to get rid of the subtraction of 2 on the right side:

5 + 2 ≥ y - 2 + 2

7 ≥ y

Therefore, we can see that y is less than or equal to 7 for this inequality to hold true.

Answer:

When x = 0, y = 2^0 + 6 = 7. So the first point is (0, 7).

When x = 1, y = 2^1 + 6 = 8. So the second point is (1, 8).

When x = 2, y = 2^2 + 6 = 10. So the third point is (2, 10).

When x = -1, y = 2^-1 + 6 = 6.5. So the fourth point is (-1, 6.5).

When x = -2, y = 2^-2 + 6 = 6.25. So the fifth point is (-2, 6.25)

The equation of the required line in slope-intercept form is y = -1/4x + 8.

Here are the steps to find the equation of the line:

Step 1: Find the slope of the given line in slope-intercept form

y = mx + c

-4x + y = 43 ⇒ y = 4x + 43... (1)

Here, the slope (m1) of the given line is 4.

Step 2: Find the slope of the required line as the two lines are perpendicular to each other.

m1 × m2 = -1

[As the given line and the required line are perpendicular to each other]

4 × m2 = -1 ⇒ m2 = -1/4

So, the slope (m2) of the required line is -1/4.

Step 3: Write the equation of the required line in point-slope form.

y - y1 = m(x - x1)

[Using the point-slope formula]

Let (x1, y1) = (-8, 10)m = -1/4

Putting the values in the above formula, we get

y - 10 = -1/4(x - (-8)) ⇒ y - 10 = -1/4(x + 8)... (2)

Step 4: Simplify the above equation to get the required equation of the line in slope-intercept form.

y - 10 = -1/4x - 2 ⇒ y = -1/4x + 8... (3)

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