Given data,
[tex]-5\frac{1}{2},\text{ 3.75,-20.8,-4,11.25}[/tex]For the greatest sum,
We need to add the two large number.
Thus,
[tex]11.25+3.75=15[/tex]For the greatest difference, we need to substract the largest number from the smallest,
Thus,
[tex]11.25-(-20.8)=32.05[/tex]To find the greatest product,
we should multiply the two great numbers.
[tex]11.25\times3.75=42.1875[/tex]To find the greatest quotient,
we need to divide the largerst number by the smallest
[tex]\frac{11.25}{3.75}=3[/tex]Find the equation of the circle (2, 3) and radius 4
Answer: [tex](\text{x}-2)^2+(\text{y}-3)^2 = 16[/tex]
=========================================================
Explanation:
The general circle template is
[tex](\text{x}-\text{h})^2+(\text{y}-\text{k})^2 = \text{r}^2[/tex]
(h,k) = center
r = radius
Assuming the center is (2,3) then we have h = 2 and k = 3. We also have a radius of r = 4.
[tex](\text{x}-\text{h})^2+(\text{y}-\text{k})^2 = \text{r}^2\\\\(\text{x}-2)^2+(\text{y}-3)^2 = 4^2\\\\(\text{x}-2)^2+(\text{y}-3)^2 = 16\\\\[/tex]
Evaluate (You can use which ever first step you
selected above)
[tex] \frac{3 \times 3 \times 2^{ - 4} \times 2^{0} }{(3 \times 2 ^{ - 3}) ^{2} } \\ = \frac{3^{ 1+1 } \times 2^{ - 4 + 0} }{3 \times 2 ^{ - 3 \times 2} } \\ = \frac{ {3}^{2} \times {2}^{ - 4} }{3 \times {2}^{ - 6} } \\ = 3^{2 - 1} \times 2^{ - 4 - ( - 6)} \\ = 3 \times {2}^{ - 4 + 6} \\ = 3 \times {2}^{2} \\ = 3 \times 4 \\ = 12[/tex]
I USED THE LAWS OF EXPONENTS.
IF YOU DO NOT KNOW THEM PLEASE TELL ME AS SOON AS POSSIBLE TO ARRANGE FOR YOU.
Does the graph represent a function? 4 5 6 7 -3+ no O yes
To prove:
The given graph is a function.
The given graph is a function if and only if no x value has more than one value of y, or we can say that a graph is a function iff no vertical line intersects the graph in more than one point.
Thus, by the given graph it is clear that for x = 7 their are two values for y that is y = -6 , -7
So, the given graph is not a function
i just want the answers, i dont want an explanation.
Given:
Required: Evaluation
Explanation:
Use BODMAS rule to evaluate all
71.
[tex]\begin{gathered} 16+4(-3)-7=16-12-7 \\ =-3 \end{gathered}[/tex]72.
[tex]\begin{gathered} (-24)\div(4)+16(2)=-6+32 \\ =26 \end{gathered}[/tex]73.
[tex]\begin{gathered} -5-8+6(-3)=-13-18 \\ =-31 \end{gathered}[/tex]74.
[tex]\begin{gathered} 30-6\div3+4=30-2+4 \\ =32 \end{gathered}[/tex]75.
[tex]\begin{gathered} 21-45+8\div2=21-45+4 \\ =25-45=-20 \end{gathered}[/tex]Final Answer:
71 - E
72 - AE
73 - A
74 - BE
75 - B
Based off of the diagram below, correctly categorize each of the angle pairs. Some angle pairs go to more than one category. There are a few incorrect angle pairs as well. The incorrect pairs DO NOT get categorized.For context, line CD intersects line AB at point E.Line EG is perpendicular to line AB at point E.
Vertical angles = angle AEC and angle DEB
Adjacent angles = GEF and angle CEG also GEF and FEB also DEB and BEF
AED and DEB, also AED and AEC
Complementary angles = angle GEF and angle FEB, and angle AEC and angle CEG
That's all. None of the angles are complementary
the ratio of students to faculty is 25 to 2. how many faculty members will be needed for a student population of 623? rounded to the nearest whole number
We have a ratio of students to faculty members is 25 to 2.
For a students population of 623, the number of faculty members will be:
[tex]623\text{ students}\cdot\frac{2\text{ faculty members}}{25\text{ students}}=49.84\text{ faculty members}\approx50\text{ faculty members}[/tex]50 faculty members will be needed for a student population of 623.
(calc exponential growth and decay calculus!) a principal amount of $5000 is deposited into an account paying interest at a rate of 6 percent continuously compounded. what will the account balance be after 3 years
SOLUTION
Given:
The formula is given as:
[tex]\begin{gathered} P(t)=? \\ P_0=\text{ \$5000} \\ t=3years \\ r=\frac{6}{100}=0.06 \end{gathered}[/tex][tex]\begin{gathered} P(t)=5000e^{0.06(3)} \\ P(t)=5986.08681\approx\text{ \$}5986.09 \end{gathered}[/tex]Final answer:
how many cubic blocks with a side length of 1/6 cm are needed to fill the volume of this prism?The answer choices are 4,8,9,32.
Given the figure, we can deduce the following information:
Height=1/2 cm
Length=1/2 cm
Width= 1/6 cm
To determine the number of cubic blocks with a side length of 1/6 cm needed to fill the volume of the given prism, we first note that a cube has equal sides. So, the dimensions of the cube must be:
Height= 1/6 cm
Length=1/6 cm
Width=1/6 cm
Next, we get the volume of the cube by using the formula:
[tex]\begin{gathered} Volume\text{ of the cube}=(Height)(Length)(Width) \\ =(\frac{1}{6})(\frac{1}{6})(\frac{1}{6}) \\ Simplify \\ =\frac{1}{216}\text{ }cm^3\text{ } \end{gathered}[/tex]Then, we get the volume of the given prism using the same formula:
[tex]\begin{gathered} Volume\text{ of the given prism}=(He\imaginaryI ght)(Length)(W\imaginaryI dth) \\ =(\frac{1}{2})(\frac{1}{2})(\frac{1}{6}) \\ =\frac{1}{24}\text{ }cm^3\text{ } \end{gathered}[/tex]Now, we find the number cubic blocks by using the formula:
[tex]\begin{gathered} Number\text{ }of\text{ cubic blocks}=\frac{Volume\text{ of the given prism}}{Volume\text{ of the cube}} \\ =\frac{\frac{1}{24}}{\frac{1}{216}} \\ Simplify \\ =9 \end{gathered}[/tex]Therefore, the answer is 9.
For j(x) = 3x − 1, find j of the quantity x plus h end quantity minus j of x all over h period a 3 to the power of the quantity x minus 1 end quantity times the quantity 3 to the power of h end quantity all over h b 3 to the power of the quantity x minus 1 end quantity times the quantity 3 to the power of h minus 1 end quantity all over h c 3 to the power of the quantity x minus 1 end quantity times the quantity 3 to the power of h plus 1 end quantity all over h d the quantity x minus 1 end quantity times the quantity 3 to the power of h plus 1 end quantity all over h
The resulting value of the function [j(x+h)-j(x)/h] is 3⁽ˣ⁻¹⁾ ([tex]3^{h}[/tex]-1)/h
What is an exponential function?An exponential function is defined as a function whose value is a constant raised to the power of an argument is called an exponential function.
It is a relation of the form y = aˣ in mathematics, where x is the independent variable
Given the function expressed as;
j(x) = 3⁽ˣ⁻¹⁾
Required value of the function [j(x+h)-j(x)]/h
We have to determine the function j(x+h) and j(x)
j(x+h) = [tex]3^{(x+h) -1}[/tex]
Substitute the values,
[j(x+h)-j(x)]/h = [ [tex]3^{(x+h) -1}[/tex] - 3⁽ˣ⁻¹⁾ ]/h
⇒ [ [tex]3^{(x-1) +h}[/tex] - 3⁽ˣ⁻¹⁾ ]/h
⇒ [ [tex]3^{(x-1)} \times3^{h}[/tex] - 3⁽ˣ⁻¹⁾ ]/h
⇒ 3⁽ˣ⁻¹⁾ ([tex]3^{h}[/tex]-1)/h
Hence, the equivalent value of the function is 3⁽ˣ⁻¹⁾ ([tex]3^{h}[/tex]-1)/h
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f(x)=4x+6 and g(x)=1/2 * f(x)
What is the function rule for function g?
g(x)=
Answer: 2x + 3
Step-by-step explanation:
f(x) = 4x + 6
g(x) = 1/2 * f(x)
Plug f(x) into the g(x) equation.
g(x) = 1/2 * (4x + 6)
Now simplify,
g(x) = 2x + 3
14. Write a quadratic equation that cannot be factored.
Given:
Quadratic equation
To write a quadratic equation that cannot be factored or cannot be solved by factoring, we note first that factoring is the easiest method to solve a quadratic equation as long as the equation is easily factorable. If not, we'll need alternative approaches like employing the quadratic formula.
We also note that factoring cannot always be used to solve quadratic equations.
Below is an example of an equation that can be solve by factoring:
[tex]\begin{gathered} x^2-3x-10=0 \\ (x-5)(x+2)=0 \end{gathered}[/tex]Now, the equation that cannot be factored or cannot be solved by factoring is:
[tex]x^2+x-1=0[/tex]We cannot apply factoring to the above equation. Therefore, the answer is:
[tex]x^2+x-1=0[/tex]You are about to enter an elevator with a weight capacity of 500 pounds. There are three people already in the elevator. The weights of the passengers are 107 pounds, 172 pounds and 129 pounds. Assuming that you weigh 136 pounds, is it safe for you to enter the elevator?
Given
capacity of 500 pounds.
weights of the passengers are 107 pounds, 172 pounds and 129 pounds.
you weigh 136 pounds
Find
is it safe for you to enter the elevator?
Explanation
as total pounds in the elevator = 107 + 172 + 129 = 408 pounds
total pounds included my weight = 408 + 136 = 544 pounds
capacity = 500 pounds
so , extra pounds = 544 - 500 = 44 pounds
so , no it is not safe for you to enter the elevator.
Final Answer
Therefore , No the weigh capacity would be exceeded by 44 pounds
10 Millie and her gr
made this plan for a garden.
They will plant flowers in
8 square feet of the garden.
They will plant vegetables in
the rest of the garden.
10 feet
2 feet
FOR
129
FOR FOR
20 CAP
4 feet
7 feet
9 feet
6 feet
Part A
Which of these can be used
to model the area of the
vegetable garden?
A2 x 10
B6X7
©6x9
D 10 x 7
Part B
What is the total area of the
garden in square feet?
Part A) Option c is correct answer. 6 x 9 can be used to model the area of the vegetable garden.
Part B) Total area of the garden in square feet is 62 square feet.
What do you mean by area?
Area is a unit of measurement used to describe a region's size on a flat or curved surface. While a plane region or area refers to the area of a shape or planar lamina, a surface region or plane area refers to the area of an open surface or the boundary of a three-dimensional object.
To calculate the area we first individually calculate the area of the garden with flowers and vegetables,
Area of the garden where flowers are planted:
Area = length x breadth
Area = 4 x 2 = 8 square feet
Area of garden where vegetables are planted:
Area = 6 x 9 = 54 square feet
Total area of the garden = 8 + 54
Total area of the garden = 62 square feet
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Find a_10 5, 12, 19, 26, 33...
Given,
The progression is 5, 12, 19, 26, 33...
The first term of the series is, a = 5.
The common difference of the series is,
d = 12 - 5 = 7
The 10th term of the series is,
[tex]\begin{gathered} a_{10}=a+(10-1)\times d \\ =5+9\times7 \\ =5+63 \\ =68 \end{gathered}[/tex]Hence, the 10th term of the series is 68.
what is seven times negative three / 7(-3)
-21
1) Let's calculate this product:
7 (-3) Multiply 7 by -3
-21
2) So, seven times negative three is equal to -21 that is the same as adding seven times the number -3. Remember different signs in a product turns to out to a negative result.
The rear window of Alex's van is shaped like a trapezoid with an upper base measuring 36 inches, a lower base measuring 48 inches, and a height of 21 inches. An 18-inch rear window wiper clears a 150° sector of a circle on the rear window. as shown in the diagram below. a. What is the area, in square inches, of the entire trapezoidal rear window Show on explain low you on your answer.
The area of a trapezoid is computed as follows:
[tex]A=\frac{a+b}{2}\cdot h[/tex]where a and b are the bases, and h is the height of the trapezoid. Replacing with a = 48, b = 36, and h = 21, we get:
[tex]\begin{gathered} A=\frac{48+36}{2}\cdot21 \\ A=42\cdot21 \\ A=882in^2 \end{gathered}[/tex]The area of the entire trapezoidal rear window is 882 square inches
In a square box problem, the:Top number is the product of those left and rightBottom number is the sum of those at left and rightComplete this square box problem
Answer
Draw the box to complete the table.
Next,
To get the top, multiply both the left and the right = 11 x (-3)
= -33
To get the top, add both the left and the right = 11 + (-3) = 11 - 3 = 8
Melissa brought 6 apples for $1.20 .if each apple cost the same amount, how much would 20 apples cost
The cost of 20 apples is such that the ratio of apples to cost maintained or each apple costs the same amount is $4.
What are the ratio and proportion?The ratio is the division of the two numbers.
For example, a/b, where a will be the numerator and b will be the denominator.
As per the given,
Melissa brought 6 apples for $1.20.
The ratio of cost to apple ⇒
1.20/6
Now let's suppose the cost of 20 apples is x dollars.
The ratio of cost to apple ⇒
x/20
Since the cost of each apple is the same, therefore, both ratios must be the same.
x/20 = 1.20/6
x = 20(1.20/6)
x = 4
Hence "The cost of 20 apples is such that the ratio of apples to cost maintained or each apple costs the same amount is $4".
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A 220 m wire is cut into three pieces. The second piece is 2 times as long as the first. The third piece is 4 times as long as the second. How long is each piece?
The first piece = 20m
The second piece = 40m
The third pice = 8x = 160m
Explanation:Given:
Total length of wire = 220m
2nd piece = 2 times the 1st piece
3rd piece = 4 times the 2nd
To find:
The length of each of the piece
The wire was cut into 3:
1st piece + 2nd piece + 3rd piece = 220m
let the first length = x
2nd length = 2 (1st length) = 2(x)
2nd length = 2x
3rd length = 4(2nd piece) = 4(2x)
3rd length = 8x
[tex]\begin{gathered} x\text{ + 2x + 8x = 220} \\ simplify: \\ 11x\text{ = 220} \end{gathered}[/tex][tex]\begin{gathered} divide\text{ both sides by 11:} \\ \frac{11x}{11}=\frac{220}{11} \\ x\text{ = 20} \end{gathered}[/tex]The first piece = 20m
The second piece = 2x = 2(20) = 40m
The third pice = 8x = 8(20) = 160m
Gravel is being dumped from a conveyor belt at a rate of 30 ft^3/min, and its coarseness is such that it forms a pile in the shape of a cone whose base diameter and height are always equal. How fast is the height of the pile increasing when the pile is 10 ft high?
The height of the pile increasing at the rate of 4.56 inches per minute when the pile is 10 ft high.
In given situation, the rate of change of height is equal to the rate of change of volume, divided by the base area.
First we find the base area.
base area = (π/4)d²
base area = (π/4)10²
base area = 25π ft²
base area ≈ 78.5 ft²
Then the rate of change of height would be,
(30 ft³/min)/(78.5 ft²)
≈ 0.38 ft/min
= 4.56 inches / minute
Therefore, the height of the pile increasing at the rate of 4.56 inches per minute when the pile is 10 ft high.
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Can someone answer this question for me please, I really need the help:
Answer:
4x² +28x +49
Step-by-step explanation:
You want a polynomial equivalent to the area of the figure shown.
PolynomialThe polynomial can represent the sum of three areas:
blue area + green area + yellow area
= 4x² +4(7x) +7²
= 4x² +28x +49
IXL Transversals of parallel lines: prove angle relationships 6QF for geometry, please help
4) [tex]m\angle XWY=m\angle HGY[/tex] (definition of congruent angles)
5) [tex]\angle HGY \cong \angle GTU[/tex] (corresponding angles theorem)
6) [tex]m\angle HGY=m\angle GTU[/tex] (definition of congruent angles)
7) [tex]\angle GTU[/tex] and [tex]\angle UTR[/tex] are supplementary (linear pair)
8) [tex]m\angle GTU+m\angle UTR=180^{\circ}[/tex] (definition of supplementary angles)
9) [tex]m\angle HGY+m\angle UTR=180^{\circ}[/tex] (substitution)
10) [tex]m\angle RTU+m\angle XWY=180^{\circ}[/tex] (substitution)
find the lateral area and surface area the lateral area of the prism is __in squared. the surface area of the prism is __ in squared
Answer
The lateral area of the prism is 900 in squared
The surface area of the prism is 960 in squared
Explanation
Given:
The first side of the triangular base, a = 12 in
The second side of the triangular base, b = 13 in
The height of the prism, h = 30 in
What to find:
The lateral area and surface area of the prism.
Step-by-step solution:
The first step is to find the third side, c of the triangular base using Pythagoras rule.
[tex]\begin{gathered} b^2=c^2+a^2 \\ \\ 13^2=c^2+12^2 \\ \\ c^2=13^2-12^2 \\ \\ c^2=169-144 \\ \\ c^2=25 \\ \\ c=\sqrt{25} \\ \\ c=5\text{ }in \end{gathered}[/tex]Now, the next step is to calculate the lateral area of the prism using the formula below.
[tex]\begin{gathered} L.A=ha+hb+hc \\ \\ L.A=30\times12+30\times13+30\times5 \\ \\ L.A=360+390+150 \\ \\ L.A=900\text{ }in^2 \end{gathered}[/tex]The lateral area of the prism is 900 in squared
The final step is to calculate the surface area of the prism using the formula below.
[tex]S.A=Lateral\text{ }Area+Base\text{ }Area[/tex]The base area is
[tex]=2(\frac{1}{2}cb)=2(\frac{1}{2}\times5\times12)=2(\frac{60}{2})=60\text{ }in^2[/tex]Therefore, the Surface Area = (900 + 60) = 960 in squared
Translate the following: "twice the sum of a number and 7
is negative fifteen"
A variable is a letter or term that represents an unknown number, value, or quantity. Variables are especially useful in algebraic expressions or algebra.
What is meant by variables?In the context of a mathematical problem or experiment, a variable is a quantity that can change. A variable is typically represented by a single letter. Variables are commonly represented by the letters x, y, and z. Any property, number, or quantity that can be measured or counted is defined as a variable.A variable is also referred to as a data item. Age, gender, business income and expenses, country of birth, capital expenditure, class grades, eye color, and vehicle type are all variables.In research, a variable is simply a person, place, thing, or phenomenon that you want to quantify in some way.let a number be x
then "twice the sum of a number be 2x
given
"twice the sum of a number and 7 is negative fifteen"
⇒ 2x + 7 = -15
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A rectangular safe can hold 5,184 cubic inches. Gold bars that are 3 inches by 6 inches by 2 inches fit to completely fill the safe. What is the volume of each gold bar?11 in.336 in.318 in.315 in.3
Given:
Rectangular safe hold 5184 cubic inches
Gold bar,
3 inches by 6 inches by 2 inches
Find-:
The volume of each gold bar
Explanation-:
The gold bar is in a rectangular shape
So volume is:
[tex]V=\text{ Length}\times\text{ Width}\times\text{ Height }[/tex]The dimension of the gold bar is 3 inches by 6 inches by 2 inches.
[tex]\begin{gathered} V=3\times6\times2 \\ \\ V=36\text{ in}^3 \end{gathered}[/tex]Volume of each gold bar is 36.
Vector v has an initial point at (8, 4) and a terminal point at (−8, 10). What is -1/2 times vector v?
In order to find a vector multiplication by a scalar, we follow the rule:
[tex]u\ast(n_1,n_2)_\Rightarrow(un_{1,}un_2)[/tex]then, if we apply it to the vector v, we need to find the dimensions of the vector, for that we subtract the initial point from the terminal point,
[tex](-8-8,10-4)\Rightarrow(-16,6)[/tex]then, multiply by the scalar -1/2,
[tex]-\frac{1}{2}\ast(-16,6)\Rightarrow(8,-3)[/tex]Answer:
[tex](8,-3)[/tex]2. A new car dealership invites 500 people to a promotional event. Only 330 people attend the event. What percentage of the people attend the event?
since
[tex]550X=330[/tex]then
[tex]X=\frac{330}{500}=0.66[/tex]then it is the 100x0.66= 66%
Use the formula h = 16t2, where t is time in seconds and h is the distance in feet traveled by a free-falling body or object to solve the following problem.
A diver dives from a cliff that has a height of 125 feet. Determine the time of the dive.
The dive lasted approximately
seconds.
(Type an integer or decimal rounded to the nearest tenth as needed.)
If a diver dives from a cliff that has a height of 125 feet, The dive lasted approximately 2.80 seconds
A diver dives from a cliff that has a height of 125 feet
The formula h = 16t², where t is time in seconds and h is the distance in feet traveled by a free-falling body or object
125 = 16t²
125/16 = t²
t = √(125/16)
t = √125/√16
t = 5√5 /4
t = 1.25 x 2.23
t = 2.795
t = 2.80
Therefore, if a diver dives from a cliff that has a height of 125 feet, The dive lasted approximately 2.80 seconds
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Dilate the following points by each scale factor (k) provided. P(3, 4) by k=1/2 And N(4, 15) by k=2
Dilations involve multiplication, so we have that the dilation with scale factor 1/2 of the point (3,4) is (1.5, 2)
[tex]\frac{1}{2}\cdot(3,4)=(\frac{3}{2},\frac{4}{2})=(1.5,2)[/tex]and the dilation with scale factor 2 of the point (4,15) is (8, 30)
[tex]2\cdot(4,15)=(2\cdot4,2\cdot15)=(8,30)[/tex]17. Critique Reasoning Lisa used a number line to model 2(3). Does her number line make sense? Explain why or why not. 8-7-6-5-4-3-2-1 0
Reasoning Criticism Lisa modeled 2 with a number line (3). Her logical number line is -6.
What is meant by number line?A number line is a graphical representation of numbers on a straight line. A number line has numbers that are sequentially placed at equal distances along its length. It can be extended in any direction indefinitely and is usually represented horizontally. A number line is a horizontal line with mathematical increments spaced evenly.The numbers on the line will determine how to answer the number on the line. The number's use is determined by the question that goes with it, such as plotting a point. The number line is a straight line with divisions at equal intervals, similar to a scale.Therefore, Reasoning Criticism Lisa modeled 2 with a number line (3). Her logical number line is -6.
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