Step-by-step explanation:
it is 8+1 people (8 students and 1 teacher).
a.
how many seating arrangements are possible ?
start with any of the 9 seats. there are 9 possibilities who will sit in that chair.
the next seat has then only 8 possibilities left. the next one 7. the next b one 6. and so on.
so, all possibilities are
9×8×7×6×...×1 = 9! = 362,880
b.
if the teacher is fixed to a specific seat, then this position is constant in all seating arrangements.
that means for the variable part we have only 8 people remaining.
and that gives us now only
8! = 40,320
possibilities
c.
how many combinations are there for the triplets, when they sit together, to arrange their internal sitting sequence ?
3! = 6
and we need to block these 6 combinations for each of the freely selectable seats as starting seat for such a block of 3.
to visualize this, let's give each seat an identifier.
we have the seats s1, s2, s3, ... s8, s9.
for all the combinations of these 9 seats, we need to eliminate the 6 combinations, where the triplets sit on s1, s2, s3.
and then the 6 combinations, where they sit at s2, s3, s4.
and then at s3, s4, s5. then at s4, s5, s6. ... s8, s9, s1. and s9, s1, s2.
it is not clear if b. still applies here (and the teacher has a fixed seat), or if we are back to the general a. scenario.
if we have again all 9 people picking their seats freely, and we only block the triplets from sitting together, then we need to block these 6 combinations for each of the 9 seats (as visualized above) giving us
9! / (9×3!) = 362,880 / 54 = 6,720 remaining possibilities.
if we have again the teacher blocking one fixed seat, then we need to block the 6 triplets combinations theoretically for each of the 8 remaining seats as above.
but : the teacher is now a separator disabling some of these blocks of 3.
e.g. let's say the teacher's seat is s9. then the teacher automatically separates the triplets in otherwise "illegal" blocks of 3.
s7, s8, s1 is now a valid seat combination for the triplets (because there is the fixed s9 in between).
the same for s8, s1, s2.
so, we need to eliminate the 6 combinations not for all 8 starting seats, but only for 6.
and that gives us
8! / (6×3!) = 40,320 / 36 = 1,120 remaining possibilities.
Factor completely x^8- 16.
Answer:
Step-by-step explanation:
So in this example we'll be using the difference of squares which essentially states that: [tex](a-b)(a+b)=a^2-b^2[/tex] or another way to think of it would be: [tex]a-b=(\sqrt{a}-\sqrt{b})(\sqrt{a}+\sqrt{b})[/tex]. So in this example you'll notice both terms are perfect squares. in fact x^n is a perfect square as long as n is even. This is because if it's even it can be split into two groups evenly for example, in this case we have x^8. so the square root is x^4 because you can split this up into (x * x * x * x) * (x * x * x * x) = x^8. Two groups with equal value multiplying to get x^8, that's what the square root is. So using these we can rewrite the equation as:
[tex]x^8-16 = (x^4-4)(x^4+4)[/tex]
Now in this case you'll notice the degree is still even (it's 4) and the 4 is also a perfect square, and it's a difference of squares in one of the factors, so it can further be rewritten:
[tex]x^4-4 = (x^2-2)(x^2+2)[/tex]
So completely factored form is: [tex](x^2-2)(x^2+4)(x^4+4)[/tex]
I'm assuming that's considered completely factored but you can technically factor it further. While the identity difference of squares technically only applies to difference of squares, it can also be used on the sum of squares, but you need to use imaginary numbers. Because [tex]x^2+4 = x^2-(-4)[/tex]. and in this case a=x^2 and b=-4. So rewriting it as the difference of squares becomes: [tex]x^4+4 = x^4 - (-4) = (x^2-\sqrt{-4})(x^2+\sqrt{-4}) = (x^2-2i)(x^2+2i)[/tex] just something that might be useful in some cases.
We can factor this into [tex](x^{4}+4)(x^{4} -4)[/tex].
This is because we use difference of two squares where [tex]x^{2} -y^{2} = (x+y)(x-y)[/tex]
So we rewrite x^8-16 to x^8-4^2.
This can then be written to the equation I put at the start.
p.s. The reason its [tex]x^{4}[/tex] is because [tex]x^{4} * x^{4} = x^{8}[/tex]
(P.S.S I just found that the other helper did it fully so I stopped here, read his, its correct)
are 12d +36 and 12(d+3) equivalent
Answer:
Yes
Step-by-step explanation:
They are equivalent as 12d + 36 is the expanded form of 12(d + 3)
Answer:
Yes,
just factorize 12d+36 and since 12 is common
12(d+3)
Place the steps for finding f(x) in the correct order.
H
11
K
f(1) = 41 + 7
0·0-0-0-0
For finding the inverse of a function you have to write it as an ecuation.
[tex]y = 4x + 7[/tex]
Invert the values of x and y.
[tex]x = 4y + 7[/tex]
Our objetive now in this new equation is to clear y. First, subtract 7 in both sides of the equation.
[tex]x - 7 = 4y[/tex]
Then, divide both sides by 4.
[tex] \frac{x - 7}{4} = y[/tex]
Finally, invert the values of x and y again and put the equation like a function.
[tex] {f}^{ - 1} (x) = \frac{x - 7}{4} [/tex]
This is correct because f(x) = x is the axis of symmetry for both functions (green one).
You buy tomatoes in 25 pound cases. One portion of salad requires .75 ounces of tomatoes. How many portions can be made with one
case?
The amount of the portions can be made with one case will be 399.25 ounces.
What is conversion?Conversion means to convert the same thing into different units.
You buy tomatoes in 25 pounds (11.34 kg) cases.
We know that 1 pound (0.45 kg) is equal to 16 ounces (0.45 kg).
Then the number of the ounces in 25 pounds (11.34 kg) will be
⇒ 25 x 16
Multiply the numbers, then the expression will be
⇒ 400 ounces (11.33 kg)
In 25 pounds of tomatoes, there will be 400 ounces.
One portion of salad requires 0.75 ounces (0.02 kg) of tomatoes.
Then the amount of the portions can be made with one case will be
⇒ 400 – 0.75
⇒ 399.25 ounces
Thus, the amount of the portions can be made with one case will be 399.25 ounces.
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If the standard notation (original number) is 0.004430 cm, what would the sign of the exponent be?
Zero
Positive
Negative
Answer:
Negative
Step-by-step explanation:
When you move the decimal place to the right, the exponent in scientific notation is negative. In other words, when you are converting a number smaller than 1 into scientific notation, the exponent will be negative. In this case, because you are moving the decimal place to the right 3 places, the new number would be 4.430 x 10⁻³ cm.
When you move the decimal place to the left, the exponent in scientific notation is positive.
Jamie had seven posters, but only 3 could fit on his closet door. How many different ways can he arrange the three posters out of the seven on his door?
A. 52.5
B. 210
C. 1260
D. 5040
Answer:
210 ways
Step-by-step explanation:
7 P 3 = 210 ways
or 7 C 3 = 35 choices of 3 posters which can bearrranged in 6 different ways 6 * 35 = 210 ways
Given: Triangle ABC, AC=BC, AB=3, line segment CD is perpindicular to line segment AB, CD= sqrt 3 find AC
Based on the data given, the length of line segment AC is 2.29
What is the length of side AC?Based on the given data:
AC=BCAB=3line segment CD is perpendicular to line segment ABCD= sqrt 3The triangle ABC is an isosceles triangle.
The line segment AC is the hypotenuse of the the triangle ACD.
The length of AD = 3/2
[tex]AC = \sqrt{(\sqrt{3)^{2}} + (\frac{3}{2})^{2}}= 2.29[/tex]
In conclusion, the length of AC is 2.29
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Five times a number is greater than 25.
5x>25
x>5
Hope it helps!
he circle graph shows how the annual budget for a company is divided by department. If the amount budgeted for Media and Engineering combined is 31,250,000, what is the total annual budget? Media 4% Support 19% Editorial 6% Engineering 21% Research 32% Sales 18%
Answer:
let's playthe games questiontag
What is another way to summarize this proof?
A. Angles forming a linear pair are congruent.
B. Vertical angles are supplementary.
C. Vertical angles are congruent.
D. Angles forming a linear pair are supplementary.
Another way to summarize this proof is to say vertical angles are congruent.
Vertical anglesLines are shortest distance between two point and angles are forned from the intersection of two lines.
From the given figure, they are trying to prove that the angles ANR and VNE are equal. Since these angles are formed at the point of intersection, hence another way to summarize this proof is to say vertical angles are congruent.
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The surface area of a sphere is 6477 square inches. Which equation can be used to solve for the radius of the
sphere?
64m 4mr
647=2m³
6477= 2m²
64- 4m²
The expression πr² = 6477 can be used to solve for the radius of the sphere.
What is a sphere?It is defined as three-dimensional geometry when half-circle two-dimensional geometry is revolved around the diameter of the sphere that will form.
[tex]\rm V = \dfrac{4}{3} \pi r^3[/tex]
Area of sphere A = 6477 square inches
A = 4πr²
A = 6477
4πr² = 6477
πr² = 6477
Thus, the expression πr² = 6477 can be used to solve for the radius of the sphere.
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Use two different methods to find an explain the formula for the area of a trapezoid that has parallel sides of length a and B and height H. Consider these ideas or others: combine two copies of a trapezoid to make a parallelogram. Subdivide the trapezoid into two triangles one with base b and one with base a.
The two ways that can be used to find the area of a trapezoid include:
A = (a + b) × h/2A = a × hHow to illustrate the information?It should be noted that a trapezoid simply means a four sided shape that has parallel sides.
To find the area of the shape goes thus:
Find the length of each base.
Find the height of the trapezoid.
Substitute the values into the formula: A = (a + b) × h/2
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For every 6 students who purchase a bag of M&M’s, there are 5 students who purchase a pack of gum. Use M for the number of students purchasing bags of M&M’s and G for the number students purchasing packs of gum, write an equation for this statement.
Answer:
M/6 = G/5
Step-by-step explanation:
We are given a relation between the numbers of students in two different groups. That relation can be used to write an equation.
Groups who bought M&Ms
If we consider M&M buyers to be 6 in a group, then the number of those groups is ...
M/6
Groups who bought gumSimilarly, the number of groups who bought gum will be ...
G/5
where there are 5 gum-buyers in each group.
EquationThe problem statement tells us that for each group of one kind, there is a matching group of the other kind. That is, the numbers of groups are equal:
M/6 = G/5
Please help!!! Select the quadratic equation that has no real solution.
Answer:
[tex]25x^2-10x+4[/tex]
Step-by-step explanation:
You can use the quadratic formula to determine if a quadratic equation has real or imaginary solutions. The quadratic formula is: [tex]x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}[/tex]. What really matters in this case is the discriminant, which is the stuff under the radical which is: [tex]b^2-4ac[/tex]. This is because the solutions are only imaginary, if the discriminant is negative, because then you would be taking the square root of a negative number. So let's look through each example:
[tex]25x^2+20x-4[/tex]; a=25, b=20, c-4: [tex]20^2-4(25)(-4) = 800[/tex]. By examining this one example, it's important to note, if you have one negative number as a or c, then it cancels out the negative sign in the -4, and it becomes positive. So let's look at examples where a or c doesn't equal a negative number OR both a and c equal negative, that way they cancel out and over -4ac is still negative.
[tex]25x^2-10x+4[/tex]; a=25, b=-10, c=4. In this case both a and c are positive so -4ac will remain negative. This gives you: [tex](-10)^2-4(25)(4) = 100-400 = -300[/tex]. So this has a negative discriminant meaning it will have no real solution but rather imaginary solutions
Consider the function f(x) = 10(x2 – 7x). what are the additive and multiplicative inverses?
Answer:
Additive = -10x^2+70x
Multiplicative = 1/10x(x−7)
Step-by-step explanation:
The multiplicative inverse of a number is the reciprocal of that number. Since 10(x^2−7x)⋅ 1/10x(x−7)=1 , then 1/10x(x−7) is the multiplicative inverse of 10(x^2−7x) .
Since 10(x^2−7x)−10x^2+70x=0 , then −10x^2+70x
is the additive inverse of 10(x^2−7x).
Geometry
Surface area and volume
Answer:
[tex]volume=558.9[/tex]
Step-by-step explanation:
find the volume of the cone and the hemisphere and add them together
cone:
[tex]Vcone=\pi r^{2} \frac{h}{3} \\\\V=\pi (5.3)^2(\frac{8.4}{3} )\\V=\pi (28.09)(2.8)\\V=247.09\pi \\V=247.1[/tex]
hemisphere:
[tex]Vhemisphere=\frac{2\pi r^3}{3} \\V=\frac{2\pi (5.3)^3}{3} \\V=\frac{2\pi (148.877)}{3} \\V=\frac{297.754\pi }{3} \\V=\frac{935.421}{3}\\ V=311.8[/tex]
add the volumes together:
[tex]Vol=247.1+311.8\\Vol=558.9[/tex]
12) Becky bought a digital camera on the installment plan. The purchase price was $859.95. She paid $150 down
and made 12 monthly payments of $65.25. Find the finance charge she paid.
O a.) $71.45
Ob.) $75.35
Oc.) $74.50
Od.) $73.05
The mean of a set of numbers is 500. a. If 10 is added to each of the numbers in the set, then what will be the mean of the new set? The mean of a set of numbers is 500 . a . If 10 is added to each of the numbers in the set , then what will be the mean of the new set ?
Answer:
510
Step-by-step explanation:
Assume 2 numbers 500,500.. with a mean of 500
so if we add 10 to each of the two numbers, mean will be:
[tex]\frac{510+510}{2}=510[/tex]
Of course you can vary the set and the numbers and still get the same mean
In a video game, two objects move around the screen according to the equations r = 4cos(θ) and r = –1 2cos(θ). which coordinates represent a possible collision point of the objects?
The coordinates represents a possible collision point of the objects according to equations r = 4cos(θ) and r = –1/ 2cos(θ) cos(∅) are (-2,2π/3).
Given Equations r = 4cos(θ) and r = –1 2cos(θ).
We have to find the coordinates of collision.
The first object is moving around the screen r = 4cos(θ).
The second object is moving around the screen r = –1 /2cos(θ).
According to question
Coordinate can be found out by equating both the equations.
4cos(θ) =–1 /2cos(θ)
2cos(θ)=-1
cos(θ)=-1/2
θ=[tex]cos^{-1} (1/2)[/tex]
=120°
θ=-2π/3
Therefore the two equations are equal when
θ=2π/3
we have
r=4 cos(2π/3)=-2
and r=-1+2 cos(2π/3)
r=-2
Hence the coordinates that represent the collision point are (-2,2π/3).
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Answer: Option A on EDGE
Just took test
Step-by-step explanation:
Which expression is equivalent to (3x² + 4x-7)(x-2)?
A. (3x² + 4x-7)(x) + (3x² + 4x-7)(-2)
B. 2x(3x² + 4x-7)
OC. x(3x² + 4x-7) - 2
D. x(3x2 + 4x-7)+2(3x² + 4x-7)
Answer: A. (3x² + 4x-7)(x) + (3x² + 4x-7)(-2)
Step-by-step explanation:
The expressions are equivalent by the distributive property.
Given segment AC and point B that lies on AC,
find CB if AC = 17, AB = 32 + 3x, and CB=57+6x
CB=
I give brainliest
The total length of the segment AC is the sum of AB and CB, which gives, CB = 9
How can the length of CB be found?The given parameters are;
AC = 17AB = 32 + 3•xCB = 57 + 6•xRequired: CB
Solution:
AC = AB + CB by segment addition property
Therefore;
AC = 17 = 32 + 3•x + 57 + 6•x = 89 + 9•x
17 = 89 + 9•x
[tex]x = \frac{17 - 89}{9} = - 8[/tex]
CB = 57 + 6•x = 57 + 6 × (-8) = 9
Therefore;
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Find cos(A). Show your work and reduce the ratio if necessary
Using relations in a right triangle, it is found that:
cos(A) = 3/5 = 0.6.
What are the relations in a right triangle?The relations in a right triangle are given as follows:
The sine of an angle is given by the length of the opposite side to the angle divided by the length of the hypotenuse.The cosine of an angle is given by the length of the adjacent side to the angle divided by the length of the hypotenuse.The tangent of an angle is given by the length of the opposite side to the angle divided by the length of the adjacent side to the angle.In this triangle:
The adjacent side to A has length 30.The hypotenuse has length 50.Hence:
cos(A) = 30/50 = 3/5 = 0.6.
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Which number line represents the solutions to 1-2x) = 4?
O+
O
O
O
-10 -8 -6 -4 -2 0 2 4 6
-10 -8 -6 -4 -2 0 2 4
+
-10 -8 -6 -4 -2 0 2 4 6 8 10
-10 -8 -6 -4 -2 0
8
6
++
10
8 10
2 4 6 8 10
Answer: Option (3)
Step-by-step explanation:
[tex]|-2x|=4\\\\|2x|=4\\\\|x|=2\\\\x=\pm 2[/tex]
The number line represents the solutions to |-2x| = 4 is Number line C.
What is Equation?Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
LHS = RHS is a common mathematical formula.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
We have Equation: |-2x| = 4
We know the value inside the mod is always positive.
So, 2x = ±4
x= ±4/2
x= ±2
Thus, the required number line is C.
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How can we write an algebraic expression to describe a two digit number whose unit's digit is 5
ess than the ten's digit?
Let's x be ten's digit
Answer:
required expression = 11x-5
Step-by-step explanation:
We have information about the following things :
Its a two digit numberUnits digit is 5 less than the tens digittens digit is xSince units digit is 5 less than the tens digit, then the unit digit will become
x-5
Now we have these two things:
Tens digit is xUnits digit is x-5Now let us look at some two digit numbers like 29 , 43 and 78
in 29, tens digit is 2 and units digit is 9
29 is formed by multiplying the tens digit by 10 and multiplying the units digit by 1 like this : 29 = (2×10) + (9×1)
Similarly;
43 = (4×10) + (3×1)
78 = (7×10)+(8×1)
Now to get out two digit number from the question, we similarly need to multiply the tens digit with 10 and units digit with 1 and add them like this:
tens digit : x
Units digit : x-5
Hence the number is (x × 10) + [(x-5)×1] = 10x + x-5 = 11x-5
hence the required algebraic expression is 11x-5
Educator should teach children how to properly use yard sticks to measure
a True b False
It is a. True that educators should teach children how to properly use yardsticks to measure.
What is a yardstick?A yardstick is a standard long tool used to measure lengths. It contains three feet, 36 inches, or 0.9144 meters.
Since it is three times the length of a standard ruler of 12 inches, it is recommended for teaching children.
Thus, truly, educators should teach children how to properly use yardsticks to measure.
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I hate math so I really need help
Answer:
b. 4.5 cm
a. 42 mm is the answer
Given h(f)=-2(f+5)^2+4 find h(-8)
Answer:
h(-8)= -14
Step-by-step explanation:
[tex]h(-8)=-2(-8+5)^2+4 \\h(-8)=-18+4=-14[/tex]
[tex]\huge\boxed{-14}[/tex]
We have the following equation:
[tex]h(f)=-2(f+5)^2+4[/tex]
Substitute in [tex]-8[/tex] for [tex]f[/tex] and simplify.
[tex]\begin{aligned}h(-8)&=-2(-8+5)^2+4&\textsf{Substitute.}\\&=-2(-3)^2+4&\textsf{Add.}\\&=-2\cdot9+4&\textsf{Simplify the power.}\\&=-18+4&\textsf{Multiply.}\\&=\boxed{-14}&\textsf{Add.}\end{aligned}[/tex]
Find the area of this,
Simplify your answer completely.
Answer:
[tex] \frac{2}{15} {cm}^{2} [/tex]
Step-by-step explanation:
Area of Rectangle = Length x Breadth
=
[tex] \frac{1}{5} \times \frac{2}{3} \\ = \frac{2}{15} {cm}^{2} [/tex]
Suppose you have opened some Nutty Bars to check the company’s claim of an “average” of 8 peanuts per bar. Here is what you found after opening 10 bars: 5, 8, 8, 8, 11, 7, 8, 6, 6, and 6. Which average should the company use to support their claim?
The company should use the median to support their claims.
Which measure of average should the company use?Measures of average commonly used are mean and median.
Mean is the sum of the numbers divided by the total number
Mean : (5 + 6 + 6 + 6 + 7 + 8 + 8 + 8 + 8 + 11) / 10 = 7.3
Median is the number at the center of the dataset when it is arranged either in ascending or descending order.
Median = 8
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Question 12 of 40 Given right triangle ABC, which of the following statements must be true? Check all that apply. A C A. sin C = cos(90° - C) B. ZA and ZC are complementary C. sinC = cos(A-90°) D. sinC = cos(90° - A)
Angles are complementary
Option B and A are correctAnswer:
A and C are complementarty
sinC=cos90-C
Step-by-step explanation:
Just took the exam on a pex
good luck homedawg