Answer:
The Convention of 1818 was a treaty between the United States and Britain that set the 49th parallel as the boundary between British North America and the US across the West.Forty-Ninth ParallelCutting on the 49th parallel, on the right bank of the Moyie River, looking west, 1860.(courtesy North American Boundary Commission)The Convention of 1818 was a treaty between the United States and Britain that set the 49th parallel of latitude as the boundary between British North America and the US across the West. This remains the boundary today between the two nations.
hope that helps! Have a good day
a high school has 1446 students enrolled. a middle school 1/6 as many enrolled as the high school. how many ( m) are enrolled in the middle school? is this a adidtive or multiplicative question?
High school = 1446 students
Middle school = 1/6 as many as Highschool
Multiply 1/6 by the number of students enrolled at the high school.
m = 1/6 (1446) = 241
It is a multiplicative question
How to do this problem
From the graph, the y-intercept is the point (0,40). We can calculate the slope of the line, given two points, using the following formula
[tex]\begin{gathered} (x_1,y_1),(x_2,y_2)_{} \\ \Rightarrow m=\frac{y_2-y_1}{x_2-x_1} \end{gathered}[/tex]In our case,
[tex]\begin{gathered} (x_1,y_1)=(0,40),(x_2,y_2)=(2,0) \\ \Rightarrow m=\frac{0-40}{2-0}=-20 \end{gathered}[/tex]Therefore, the slope-intercept form of the equation of the line is
[tex]\begin{gathered} y=mx+b \\ \Rightarrow y=-20x+40 \end{gathered}[/tex]The answer is y=-20x+40
Please help me with my calculus homework, thanks so much!
SOLUTION:
Step 1:
In this question, we are given the following:
Use geometry to evaluate:
[tex]\int ^2_0(\sqrt[]{4-x^2}\text{ ) }dx[/tex]Step 2:
The details of the solution are as follows:
CONCLUSION:
The final answer is:
[tex]\pi\text{ -- OPTION B}[/tex]Four students, Naomi, Nathan, Jonathan, and Carson, line up one behind the otherHow many different ways can they stand in line?
This is a Permutations of 4 people in a line
The answer is 24
[tex]4!=4\cdot3\cdot2\cdot1=4\cdot3\cdot2=12\cdot2=24[/tex]What is the area of this face?
4 in.
4 in.
4 in.
1 in.
1 in.
16 in²
15 in²
17 in²
12 in²
The area is the entire amount of space occupied by a flat (2-D) surface or shape of an object.
The area of the face is 17 in²/17 inches2.
How to find the area of the face?The amount of space occupied by a flat (2-D) surface or an object's shape is known as its area.
Draw a square on a piece of paper using a pencil. A 2-D figure, that is.
The term "Area" refers to the area that a shape occupies on paper.
By squaring the side's length, the area of each face may be calculated.
To determine the overall surface area of the cube, multiply the area of each face by the number of faces.
For big square,
a = 4 in
a*a = 4 * 4 inches
[tex]a^{2}[/tex] = 16 in²
For another small square,
a = 1 in
[tex]a^{2}[/tex] = 1*1 = 1 in²
In total,
[tex]a^{2}[/tex] = 16 + 1 = 17 in²
Therefore, the area of the face is 17 in²
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make f the subject when d= 2(1-f) / f-4
[tex]d(f-4)=2(1-f)\\\\frac{d(f-4)}{d} =\frac{2(1-f)}{d} \\f-4=\frac{2(1-f)}{d} \\f=\frac{2(1-f)}{d} +4[/tex]
Attached is the solution
Answer:
Step-by-step explanation:
d= 2(1-f) / f-4
d = 2 - 2f / f-4
d = 1/2 - 2f - f
d = 1/2 - f
0=1/2-f-d
f = 1/2 - d
The following sequence is a geometric sequence
17
,
51
,
153
,
459
,
1377
,
...
Find the sum of the first 13 terms of this sequence.
What is the common ratio for this sequence?
r
=
What is the index of the final term of this sum?
last index =
What is the sum?
Sum =
Answer:
13,551,737
Step-by-step explanation:
You want the sum of the first 13 terms of the geometric sequence with first term 17, and successive terms 51, 153, ....
Common ratioThe common ratio is found by dividing a sequence term by the one before it:
r = 51/17 = 3
The common ratio is 3.
IndexThe index of the 13th term of the sequence is n = 13.
SumThe sum of n terms of a geometric sequence with first term a1 and common ratio r is ...
Sn = a1·(r^n -1)/(r -1)
For a1 = 17, r = 3, and n = 13, the sum is ...
[tex]S_{13}=17\cdot\dfrac{3^{13}-1}{3-1}=17\cdot\dfrac{1594322}{2}=\boxed{13,\!551,\!737}[/tex]
Need this answer in 1 minute
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{\dfrac{8^3}{2^4}}[/tex]
[tex]\mathsf{= \dfrac{8\times8\times8}{2\times2\times2\times2}}[/tex]
[tex]\mathsf{= \dfrac{64\times8}{4\times4}}[/tex]
[tex]\mathsf{= \dfrac{512}{16}}[/tex]
[tex]\mathsf{= 512\div16}[/tex]
[tex]\mathsf{= 32}[/tex]
[tex]\huge\text{Therefore, your answer should be: \boxed{\mathsf{32}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
Power of fractions, with numerator and denominator.
The power is composed of a base and an exponent, so the exponent indicates how many times the base is multiplied, then,
[tex]\boldsymbol{\dfrac{8^{3} }{3^{4} }=\dfrac{8\times8\times8}{2\times2\times2\times2} =\cfrac{512}{16}=32 }[/tex]
The function g(r) represents the shift of the
function f(x) five units to the right. If f(x)=
It +5, which of the following is g(x)?
Solve for x: (round your decimal to 4 places)
In(x + 2) = 4
The value of x is 52.5981
The given equation is:
In(x + 2) = 4
Taking log on the right hand side of the equation, we get
x + 2 = [tex]e^{4}[/tex]
The value of [tex]e^{4}[/tex] is 54.59815
⇒ x + 2 = 54.59815
Subtract 2 on both the sides of the equation
⇒ x = 54.59815 - 2
⇒ x = 52.59815
Rounding 52.59815 to 4 places, we get
⇒ x = 52.5981
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ZA and ZB are supplementary angles. If m/A= (7x - 20)° and
m/B = (2x - 7)°, then find the measure of ZB.
Answer:
Measure of angle B = 39
Step-by-step explanation:
(7x-20) + (2x-7) = 180 (combime like terms)
9x - 27 = 180 (move 27 to the other side)
9x = 207 (divide both sides by 9)
x = 23
2x - 7 (subsititute x with 23)
2 (23) - 7
46 - 7
39
measure of angle b = 39
Solve for x and simplify the answer
2x^2+2x=-3
In a class of 50 students, on average, 10 will be left-handed. If a class includes 25 "lefties", estimate how many students are in the class.
The total number of lefties present in the class are 125.
What is meant by the term percentage?Percentage is an assessment of a portion in relation to a whole, frequently expressed as how many of some there are per 100.A group with half girls as well as half boys is an instance of a situation in which the percentage of boys with in group is equal to 50%.For the given question;
The total students in the class are 50.
There are 10 out of 50 on an average students be left-handed.
Let the percentage of left handed be 'x'.
Then, x% of 50 = 10
x = 10×100 / 50
x = 20%.
Now the average number of left-handed students are 25.
The total students will be.
Let 'y' be the total number of students.
Then, 25 is the 20% of y.
20% of y = 25.
y = 25 ×100 / 20
y = 125
Thus, the total number of lefties present in the class are 125.
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What is the answer to this
Answer:
b
Step-by-step explanation:
the square root of 9 is 3 because 3*3=9
3+6=9
8x^2 - 9 when x = -4
Answer:
119
Step-by-step explanation:
substitute x = - 4 into the expression
8x² - 9
= 8(- 4)² - 9
= 8(16) - 9
= 128 - 9
= 119
Help please need answer
17Given:
The smaller triangle is,
Find the length of the hypotenuse,
[tex]\begin{gathered} \text{hypotenuse}^2=4^2+1^2 \\ =16+1 \\ =17 \\ \text{hypotenuse}=\sqrt[]{17} \end{gathered}[/tex]The larger traingle is,
[tex]\begin{gathered} \text{Hypotenuse}^2=12^2+3^2 \\ =144+9 \\ =153 \\ \text{Hypotenuse}=3\sqrt[]{17} \end{gathered}[/tex]Now, find all the trigonometric functions for a smaller triangle.
[tex]\begin{gathered} \sin \theta=\frac{opposite\text{ side}}{\text{hypotenuse}}=\frac{1}{\sqrt[]{17}} \\ \cos \theta=\frac{Adjacent\text{ side}}{\text{hypotenuse}}=\frac{4}{\sqrt[]{17}} \\ \tan \theta=\frac{opposite\text{ side}}{\text{adjacent side}}=\frac{1}{4} \\ co\sec \theta=\frac{\text{hypotenuse}}{opposite\text{ side}}=\frac{\sqrt[]{17}}{1}=\sqrt[]{17} \\ \sec \theta=\frac{\text{hypotenuse}}{adjacent\text{ side}}=\frac{\sqrt[]{17}}{4} \\ \cot \theta=\frac{adjecent\text{ side}}{\text{opposite side}}=\frac{4}{1}=4 \end{gathered}[/tex]For the larger triangle,
[tex]\begin{gathered} \sin \theta=\frac{opposite\text{ side}}{\text{hypotenuse}}=\frac{3}{3\sqrt[]{17}}=\frac{1}{\sqrt[]{17}} \\ \cos \theta=\frac{Adjacent\text{ side}}{\text{hypotenuse}}=\frac{12}{3\sqrt[]{17}}=\frac{4}{\sqrt[]{17}} \\ \tan \theta=\frac{opposite\text{ side}}{\text{adjacent side}}=\frac{3}{12}=\frac{1}{4} \\ co\sec \theta=\frac{\text{hypotenuse}}{opposite\text{ side}}=\frac{3\sqrt[]{17}}{3}=\sqrt[]{17} \\ \sec \theta=\frac{\text{hypotenuse}}{adjacent\text{ side}}=\frac{3\sqrt[]{17}}{12}=\frac{\sqrt[]{17}}{4} \\ \cot \theta=\frac{adjecent\text{ side}}{\text{opposite side}}=\frac{12}{3}=4 \end{gathered}[/tex]Therefore, the value of the function is the same because the triangles are similar so, corresponding sides are proportional.
If you plot the point -8.85 on anumber line. would you place it to the left or right of -8.8? explain
Explanation:
Think of -8.8 as -8.80
We're comparing -8.85 to -8.80, which means we're comparing the stuff after the decimal 85 and 80
Since 85 > 80, this places -8.85 to the left of -8.80
It's like saying how -85 is to the left of -80
I recommend drawing out a number line to see what's going on.
Carter is jogging with a velocity of 3.8 m/s when he accelerates at 3.7 m/s² for 3 s. How
fast is Carter running now?
Uniformly Varied Rectilinear Motion.
When we start to solve a physics exercise, we get the exercise data:
Initial Speed = 3.8m/s
Acceleration (a)= 3.7 m/s²
Time (t) = 3 sec.
He tells us that Carter treats at a speed of 3.8 m/s, this is the speed, since he asks us, at what speed does he treat now. Then we must calculate the final speed.
The formula to calculate the final velocity is:
[tex]\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{V_{f}=V_{o}+a*t} \end{gathered}$} }[/tex]
We substitute the data in the formula used and solve:
[tex]\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{V_{f}=3.8 \ \frac{m}{s}+3.7 \ \frac{m}{\not{s^{2}} }*3 \ s } \end{gathered}$} }[/tex]
[tex]\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{V_{f}=3.8 \ \frac{m}{s}+11.1 \ \frac{m}{s} } \end{gathered}$} }[/tex]
[tex]\boxed{\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{V_{f}=14.9 \ m/s} \end{gathered}$} }}[/tex]
Carter now runs a new speed of 14.9 m/s.A truck is carrying tomato juice, orange juice, and cherry juice bottles in a ratio of 4:3:4. If there are 30 orange juice bottles, then how many juice bottles in total are there.
We know that there are tomato juice, orange juice, and cherry juice bottles in a ratio of 4:3:4, respectively.
As you can observe in the given ratio, to get 30 orange juice, we have to multiply it by 10. So, if we multiply the whole ratio, we obtain the following
[tex]\begin{gathered} 4\times10\colon3\times10\colon4\times10 \\ 40\colon30\colon40 \end{gathered}[/tex]This means that 30 orange juice bottles are in the same ratio as 40 tomato juice bottles and 40 cherry juice bottles.
Hence, the total number of juice bottles is 40+30+40 = 110.What different types of funding sources are available to businesses? Explain why a business should use a particular type of fund. Most companies use a mix of these funds, however. Provide examples that justify this business decision.
The types of funding sources that are available to businesses include:
Family and FriendsEquity ProvidersDebt Providers Institutional Investors.A business can use a particular type of fund that meets its goals.
A reason why companies van use a mix of different funding is to improve a company's financial strength.
What is funding about?Providing resources to finance a need, a program, or a project is the act of funding. While usually in monetary form, this can also refer to an organization or company's time or effort.
Having adequate funding enables your firm to seize any possibilities that present themselves, such as investing in new goods and services that can advance your company. Working capital can act as a safety net when your company requires additional funding.
Although there are many diverse reasons why businesses want financing, there are certain frequent ones. Business grants and loans may be used for working capital, equipment purchases, staff expansion, or even the refinancing of existing debt to lower monthly payments.
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Which pair or pairs of polygons are congruent?2624-2220-18pair 116pair 21412-10-86-4pair 3
Congruent polygons are those that have equal measurements. Since we are given their graphs, we simply inspect each pair of polygons to determine which among them are congruent.
I have made an example using the first pair. I rotated the first polygon (the red one) to show that they are indeed congruent.
Following the same process, we can see that pairs 3 and 4 are also congruent.
Pair 2 are not congruent because the green rectangleis longer.
So the answer is pairs 1, 3, and 4.
Please help I’ll mark you as brainliest if correct!!
Answer:
x (y + 1)
Step-by-step explanation:
Simplify the following:
x y + x
Factor x out of x y + x:
Answer: x (y + 1)
N=65 p=0.5 X=39 binomial formula
The binomial formula with the given parameters has a value of 0.0272
How to evaluate the binomial formula?The given parameters are
N = 65
p = 0.5
X = 39
The interpretation of the above parameters are
Sample size, N = 65
Probability of success, p = 0.5
Number of success, X = 39
The binomial probability states that
P(x) = ⁿCₓ * pˣ * (1 - p)ⁿ⁻ˣ
Where n, p and x are the same as the parameters described above
When the values are substituted in the binomial probability formula, we have
P(39) = ⁶⁵C₃₉ * (0.5)³⁹ * (1 - 0.5)⁶⁵⁻³⁹
Evaluate the difference
P(39) = ⁶⁵C₃₉ * (0.5)³⁹ * (0.5)²⁶
Evaluate the products
P(39) = ⁶⁵C₃₉ * (0.5)⁶⁵
This gives
P(39) = 0.0272
Hence, the value of the binomial formula is 0.0272
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|x - 3|= 2x - 15
8 - 2|6 - x|= 20
By solving both equations we get x =:
1. x = 12
2. x = 28/3
solution1. |x - 3| = 2x - 15
|x - 3| - 2x = 2x - 15 - 2x
by simplifying,
- 2x + |x - 3| = -15
- 2x + x -3 = -15 and -2x - (x - 3) = -15
by solving equation ,
= -x -3 = - 15
= -x = -12
x = 12
2. 8 - 2|6 - x|= 20
6 |6 - x| = 20
6 |-x + 6| = 20
dividing both side with 6,
(6 |-x + 6|)/6 = 20/6
| -x + 6| = 10/3
add 6 on both sides,
x - 6 + 6 = 10/3 +6
x = 28/3
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2. Based on the diagram, what property can we use to prove ABCD is aparallelogram?
there are 4 properties we can use to prove if it is a parallelogram, in which 3 of them involve seeing if the sides are parallel or congruent, however for those we must know the value for the angles or sides, the other property is to prove that the diagonals bisect each other.
To prove the diagonals bisect each other is to see if the point of crossing divides into equal parts.
in this case since the division of the points gives the same values for both diagonals we can say that ABCD because the diagonals bisect each other.
A basketball team played six games. In those games, the team won by 8 points, lost by 6, won by 9, won by 10, lost by 4, and won by 7. What was the mean difference in game scores over the six games?
The mean difference in game scores over the six games is 4.
What is mean?The ratio of the overall sum of data to the total number of data sets is known as the mean. Mean is often computed by adding up all the data and dividing it by the total number of data.
Given that a basketball team played six games. In those games, the team won by 8 points, lost by 6, won by 9, won by 10, lost by 4, and won by 7.
The data's mean difference will be determined as follows:
Mean = ( 8 - 6 + 9 + 10 - 4 + 7 ) / 6
Mean = 4
Therefore, the mean difference in game scores over the six games is 4.
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Calculate the Pressure
300N divided 5m²equals? Nper m²
Rectangle ABCD is congruent to rectangle EFGH. If side EF is 8 feet and side BC is 9 feet, what is area of rectangle EFGH?
Answer:
64 is the area!
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Can you please do this step by step.
The resulting exponent form is, 1/9¹⁰
Exponent:
Exponent is used to show repeated multiplication of a number by itself. For example,
7 × 7 × 7 can be represented as 7³
Here, the exponent is ‘3’ which stands for the number of times the number 7 is multiplied.
Given,
Here we have the exponent form is,
9⁻⁸x9⁻²
Here we have to use the product property and then we have to get rid of negative exponents.
First step is to use the product property,
We know that, the product property states that,
for any non-zero term a,
yᵃ x yᵇ = yᵃ⁺ᵇ
where a and b are real numbers.
So, the given expression is written as,
=> 9⁻⁸⁺⁽⁻²⁾
=> 9⁻⁸⁻²
=> 9⁻¹⁰
Now the second step is to get rid of the negative components,
As per the rule, the exponent is negative, we can change the exponent into positive by writing the same value in the denominator and the numerator holds the value 1.
So, the value is,
=> 9⁻¹⁰ = 1/ 9¹⁰
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When solving the following system of equations, which variable would be the easiest to solve for? 5x+3y=22 4x-2y=16
Variable x would be easier to solve for.
Step - by - Step Explanation
What to find?
• The value of x.
,• The value of y.
,• The variable that was easier to solve.
Given:
5x+3y=22
4x-2y=16
Using elimination method,
First solve for x.
To solve for x, multiply through the first equation by 2 and then multiply through the second equation by 3.
10x + 6y = 44 _____________(3)
12x - 6y = 48 ______________(4)
Add (3) and (4)
22x = 92
Divide both-side of the equation by 22
x = 92/22
Reduce the fraction by 2.
x =46 / 11
To solve for y,
Multiply through the first equation by 4 and through the second equation by 5.
20x + 12y = 88 _________________ (5)
20x - 10y = 80 __________________(6)
Subtract equation 6 from 5.
22y= 8
Divide both-side of the equation by 22.
y = 8/22
We can reduce the fraction by 2.
y = 4 / 11
Judging from the steps above, we can deduce that the variable that was easier to solve is x.
Answer: x of first equation
Step-by-step explanation: