Answer:
[tex]b) h) \\ - 5 - ( - 14) \\ = - 5 - - 14 \\ = - 5 + 14( - \times - = + )-5+14=14-5 \\ thank \: you[/tex]
Answer:
-5 + 14
14 - 5
Step-by-step explanation:
You are designing a metal sculpture that will be placed in front of your school. You sketch an initial design
with a scale of 1 cm = 2 feet. The design shows that the sculpture has a length of 8 feet.
After reviewing your design, the principal asks you to use the same drawing, but change the scale to 1 cm
= 5 feet.
What will be the length of the sculpture using the new scale?
A. 8 feet
B. 12 feet
C. 15 feet
D. 20 feet
Using proportions, it is found that the length of the sculpture using the new scale is given by:
D. 20 feet.
What is a proportion?A proportion is a fraction of a total amount, and the measures are related using a rule of three.
The initial scale is of 1 cm = 2 feet, with a sculpture of 8 feet, hence the length of the drawing is given by:
l = 8/2 = 4 cm.
For the new scale, 1 cm = 5 feet, and you keep the drawing of 4 cm, hence the length of the sculpture is given by:
l = 4 x 5 = 20 feet.
Hence option D is correct.
More can be learned about proportions at https://brainly.com/question/24372153
#SPJ1
a rectangle has a length of 45 feet and height of 20 yards. What is the perimeter of this rectangle in feet
Perimeter is the distance around the rectangle and the formula is 2 x length + 2 x height.
Perimeter = 2 x45 + 2x20
Perimeter = 90 + 40
Perimeter = 130 yards
Answer:
Given :-Length = 45 yard
Height = 20 yards
To Find :-Perimeter
Solution :-We know that
[tex] \: perimeter = 2(l + b)[/tex]
» Perimeter = 2(45 + 20)
» Perimeter = 2(65)
» Perimeter = 130 yards
order these numbers in ascending order. 14, -60, 6.28,-19
Answer:
-60 , -19 , 6.28 , 14
Step-by-step explanation:
Order the number in ascending order, or from least to greatest. Note that the bigger the negative number, the smaller the number. The bigger the positive number, the bigger the number:
-60 , -19 , 6.28 , 14
~
Note: For 6.28, the decimal point results in 6 being in the ones place, 2 being in the tenths place, 8 being in the hundredths place. By the rules regarding the usage of decimals, place values after the decimal point will be significantly less then the place values before the decimal point, and would be used to determine a more exact value.
I don’t understand how to complete this problem. Will mark brainly
Answer:
6 units²Step-by-step explanation:
Area of ΔABC is:
A = 1/2*AB*CDWe have:
AC = 3AD = 1.8Find CD using Pythagorean:
CD² = AC² - AD² ⇒ CD² = 3² - 1.8² ⇒ CD² = 5.76 ⇒ CD = √5.76 = 2.4Find DB using the following identity, coming from ratios of corresponding sides of similar triangles:
CD² = AD*DB5.76 = 1.8*DBDB = 5.76/1.8DB = 3.2Find AB:
AB = AD + DBAB = 1.8 + 3.2AB = 5Find the area of ΔABC:
A = 1/2*5*2.4A = 6 units²Find all points on the curve x^2y^2+xy=2 where the slope of the tangent line is −1
Differentiate both sides with respect to x and solve for the derivative dy/dx :
[tex]\dfrac{\mathrm d}{\mathrm dx}\left[x^2y^2+xy\right] = \dfrac{\mathrm d}{\mathrm dx}[2] \\\\ \dfrac{\mathrm d}{\mathrm dx}\left[x^2\right]y^2 + x^2\dfrac{\mathrm d}{\mathrm dx}\left[y^2\right] + \dfrac{\mathrm d}{\mathrm dx}\left[x\right]y + x\dfrac{\mathrm dy}{\mathrm dx} = 0 \\\\ 2xy^2 + x^2(2y)\dfrac{\mathrm dy}{\mathrm dx} + y + x\dfrac{\mathrm dy}{\mathrm dx} = 0 \\\\ (2x^2y+x)\dfrac{\mathrm dy}{\mathrm dx} = -2xy^2-y \\\\ \dfrac{\mathrm dy}{\mathrm dx} = -\dfrac{2xy^2+y}{2x^2y+x}[/tex]
This gives the slope of the tangent to the curve at the point (x, y).
If the slope of some tangent line is -1, then
[tex]-\dfrac{2xy^2+y}{2x^2y+x} = -1 \\\\ \dfrac{2xy^2+y}{2x^2y+x} = 1 \\\\ 2xy^2+y = 2x^2y+x \\\\ 2xy^2-2x^2y + y - x = 0 \\\\ 2xy(y-x)+y-x = 0 \\\\ (2xy+1)(y-x) = 0[/tex]
Then either
[tex]2xy+1 = 0\text{ or }y-x=0 \\\\ \implies y=-\dfrac1{2x} \text{ or }y=x[/tex]
In the first case, we'd have
[tex]x^2\left(-\dfrac1{2x}\right)^2+x\left(-\dfrac1{2x}\right) = \dfrac14-\dfrac12 = -\dfrac14\neq2[/tex]
so this case is junk.
In the second case,
[tex]x^2\times x^2+x\times x=x^4+x^2=2 \\\\ x^4+x^2-2 = (x^2-1)(x^2+2)=0[/tex]
which means either
[tex]x^2-1 = 0 \text{ or }x^2+2 = 0 \\\\ x^2 = 1 \text{ or }x^2 = - 2[/tex]
The second case here leads to non-real solutions, so we ignore it. The other case leads to [tex]x=\pm1[/tex].
Find the y-coordinates of the points with x = ±1 :
[tex]x=1 \implies y^2+y=2 \implies y=-2 \text{ or }y=1 \\\\ x=-1\implies y^2-y=2\implies y=-1\text{ or }y=2[/tex]
so the points of interest are (1, -2), (1, 1), (-1, -1), and (-1, 2).
1, In a class of 80 students in Debreberhan University, 45 are good in mathematics, 15 are good in both mathematics and in English, 13 are good in both mathematics and psychology, 16 are good in both English and psychology only, 20 are good in psychology and 9 are good in both of the three courses.
a) How many students are good in mathematics only? b) How many students are not good in any of the three course?
Treating the data as a Venn set, it is found that:
26 students are good in mathematics only.28 students are not good in any of the three courses.---------------------------------
I am going to say that:
A is the number of students good in Math.B is the number of students good in English.C is the number of students good in Psychology.---------------------------------
9 are good in all of the three courses.
This means that: [tex]A \cap B \cap C = 9[/tex]
---------------------------------
13 are good in both mathematics and psychology
This means that:
[tex](A \cap C) + (A \cap B \cap C) = 13[/tex]
[tex](A \cap C) + 9 = 13[/tex]
[tex](A \cap C) = 4[/tex]
---------------------------------
15 are good in both mathematics and in English
This means that:
[tex](A \cap B) + (A \cap B \cap C) = 15[/tex]
[tex](A \cap B) + 9 = 15[/tex]
[tex](A \cap B) = 6[/tex]
---------------------------------
16 are good in both English and psychology
This means that:
[tex](B \cap C) + (A \cap B \cap C) = 16[/tex]
[tex](B \cap C) + 9 = 16[/tex]
[tex](B \cap C) = 7[/tex]
---------------------------------
20 are good in psychology
This means that:
[tex]c + (A \cap C) + (B \cap C) + (A \cap B \cap C) = 20[/tex]
[tex]c + 4 + 7 + 9 = 20[/tex]
[tex]c = 0[/tex]
---------------------------------
45 are good in mathematics
This means that:
[tex]a + (A \cap B) + (A \cap C) + (A \cap B \cap C) = 45[/tex]
[tex]a + 6 + 4 + 9 = 45[/tex]
[tex]a = 26[/tex]
---------------------------------
Question a:
[tex]a = 26[/tex], which means that 26 students are good in mathematics only.
---------------------------------
Question b:
At least one is:
[tex]a + (A \cap B) + (A \cap C) + (B \cap C) + (A \cap B \cap C) = 26 + 6 + 4 + 7 + 9 = 52[/tex]
Thus, 80 - 52 = 28
28 students are not good in any of the three courses.
A similar problem is given at: https://brainly.com/question/22003843
please answer this question
Answer:
3
Step-by-step explanation:
[tex]log(3x^{3}) - log(x^{2}) = log(\frac{3x^{3}}{x^{2}})\\log(27) - log(x) = log(\frac{27}{x} )\\[/tex]
therefore,
[tex]\frac{3x^{3} }{x^{2} } = \frac{27}{x} \\3x=\frac{27}{x} \\3x^{2} =27\\x= +3\\x=-3[/tex]
however, since logarithms cannot have negative arguments, x can only be +3
i.e. log(-3) is impossible, and will return MATH ERROR on a calculator.
An open box is to be made from a square piece of cardboard, 36 inches by 36 inches, by removing a small square from each corner and folding up the flaps to form the sides. What are the dimensions of the box of greatest volume that can be constructed in this way?
9514 1404 393
Answer:
24 in square by 6 in deep
Step-by-step explanation:
Let x represent the side of the square cut from each corner. Then the dimensions of the base of the box are 36-2x in each direction. The total volume of the box is ...
V = LWH = (36 -2x)(36 -2x)x = x(4x² -144x +1296)
The volume will be a maximum where dV/dx = 0.
dV/dx = 12x^2 -288x +1296 = 0
x² -24x +108 = 0 . . . . divide by 12
(x -6)(x -18) = 0 . . . . . factor
x = 6 or 18 . . . . . . x = 18 gives a minimum volume; we want x = 6
Then the dimensions are 36 -2(6) = 24 inches square by 6 inches deep.
If the mean of a positively skewed distribution is 65, which of these values
could be the median of the distribution?
A. 60
B. 65
C. 70
D. 75
B: is correctly in my opinion
Answer:
60
Step-by-step explanation:
its the answer
Help me out please! Anybody? I’m so confused
1
The formula for the area of a regular polygon is A = 1/2ap. What is the equation solved for a?
O a= 2A
O a= 2A-p
O a=2p/A
O a=2A/p
Answer:
a = [tex]\frac{2A}{p}[/tex]
Step-by-step explanation:
Given
A = [tex]\frac{1}{2}[/tex] ap ( multiply both sides by 2 to clear the fraction )
2A = ap ( isolate a by dividing both sides by p )
[tex]\frac{2A}{p}[/tex] = a
12. Solve x^2 + 6x - 16 = 0 by completing the square.
Please help and show work
Answer:
x is 2 and -8
Step-by-step explanation:
[tex] {x}^{2} + 6x - 16 = 0[/tex]
general equation
[tex] {ax}^{2} + (sum)x + product = 0[/tex]
sum is 6, product is -16
for completing squares,
first divide the sum by 2:
[tex] = \frac{6}{2} = 3[/tex]
add the square of the result on (x² + 6x) and subtract it from the product:
[tex] ( {x}^{2} + 6x + {3}^{2} ) - 16 - {3}^{2} = 0 \\ {(x + 3)}^{2} - 25 = 0 \\ {(x + 3)}^{2} = 25[/tex]
take square root:
[tex] \sqrt{ {(x + 3)}^{2} } = \sqrt{25 } \\ x + 3 = ±5 \\ x = ±5 - 3[/tex]
x is either: 5-3 or -5-3
[tex]x = 2 \: \: and \: - 8[/tex]
Can anyone help me out with this? (recursive formulas)
Step-by-step explanation:
[tex]b(1) = 4[/tex]
Since this is an arithmetic sequence, notice that if you subtract b(1) (i.e., 4) from b(2)(i.e., 22), you get 18. Likewise, if you subtract b(2) from b(3) you also get 18. Therefore,
[tex]b(n) = b(n-1) + 18[/tex]
what are formulas used to solve polynomials?
Answer:
Polynomial Equation Degree Example
Linear Equations 1 -3x + 1 = 4x + 5
Quadratic Equations 2 x^2 – 6x + 9 = 0
Cubic Equations 3 x^3 – 2x^2 + 3x = -5
Quartic Equations 4 x^4 – 2x^2 = -4
Step-by-step explanation:
Linear Equations
Linear equations are polynomial equations that have a degree of 1.
ax + b = 0
Solving for solutions for this type of equation will require us to isolate the unknown variable on one side of the equation. Master your craft in solving linear equations here.
Quadratic Equations
Quadratic equations are polynomial equations with a degree of 2.
ax2 + bx + c = 0
There are different ways we can solve quadratic equations – it mostly depends on the form of the quadratic expression on the right-hand side.
We can factor quadratic expressions and apply the zero-property.
Applying special algebraic properties such as the difference of two squares, perfect square trinomial properties, and completing the square.
Lastly, we can also use the quadratic formula to find the zeroes of quadratic equations.
Polynomial Equations (with a degree of 3 or higher)
Here’s the exciting part: what if we need to find the zeros of the solutions of a polynomial equation with degrees that are 3 or higher?
Some cubic and quartic equations can be factored by grouping and be reduced to equations with a smaller degree. There are times, however, that finding the actual factors can be challenging.
The graph of y = va is translated 5 units to the left and 7 units up. What is the equation of the graph that results
from this translation?
Answer:
B
Step-by-step explanation:
i did this a couple years ago should be right if im correct
I will give brainliest !!
Answer:
D
Step-by-step explanation:
When all the members in a domain has only but one member in the do main then function has been satisfied.
considering a situation of,
4 1
6 1
8 2
the domain has only one member in the Co domain hence which makes it a function
2) Write the Inverse for the following linear function: f(x) f(x) = -x +5 F. F-'(x) = (x - 5) G. 8-1(x) = x +5 1.8-(x) = x - 5 1. f-'(x) = (x + 5)
Answer:
[tex]f(x)^{-1}=-x+5[/tex]
Step-by-step explanation:
It looks like the function is f(x)=-x+5.
To find the inverse, first replace f(x) with y.
y=-x+5
Switch the y and x.
x=-y+5.
Solve for y.
x-5=-y
-x+5=y
[tex]f(x)^{-1}=-x+5[/tex]
I hope this helps!
pls ❤ and mark brainliest pls
Y’all please help me with c
Answer:
Pretty sure you'd be in hell by then 0_0
Step-by-step explanation:
think of it-2,200 ft and your at 0. Your in hell!
What is the best definition of a. Angle
Answer:
the space (usually measured in degrees) between two intersecting lines or surfaces at or close to the point where they meet.
Step-by-step explanation:
Julie knows that the adult population gets, on average, eight hours of sleep each night. A hypothesis test can help her see if college students are different from the adult population. Julie tabulated that her sample of 101 students got an average of 7.1 hours of sleep each night, with a standard deviation of 2.48. Using the data provided and the formula below, what is the t-statistic that Julie calculates
Answer:
-3.64
Step-by-step explanation:
You ask your friends what is their favorite color and count how many people fell in each of the categories. Below is the data (total: 60 people, RED-30, BLUE=10, GREEN-20). What is the Chi Square obtained Value?
a) 50
b) 9
c) 10
d) 5
Answer:
A
Step-by-step explanation:
Because lot of people love it
help plz answer quickly
Answer:
plane EBG
Step-by-step explanation:
plane C is also named plane EBG
Answer:
[tex]\\ \sf\longmapsto Plane EBG[/tex]
We can't name it EBF as it is a axis and coplanar points
Also nEF is not a satisfactory name .
So the correct option is C
44) The length of a rectangle is 15.6 cm correct to 1 decimal place.
The width of a rectangle is 3.8 cm correct to 1 decimal place.
Calculate the upper bound for the perimeter of the rectangle.
Answer:
Perimeter = 38.8m
Step-by-step explanation:
If you like my answer than please mark me brainliest thanks
Answer:
39cm
Step-by-step explanation:
When you find the upper and lower bounds of values with decimals, you will decrease or increase the value by increments of 0.05. Since we are just trying to find the upper bound we will add 0.05 to the values we are given.
15.6 + 0.05 = 15.65cm
3.8 + 0.05 = 3.85cm
Now that we have those values, we can find the perimeter using the formula [ 2(L + W) ]
= 2(15.65 + 3.85)
= 2(19.5)
= 39cm
Best of Luck!
Evaluate sin 300° without using a calculator.
Answer:
[tex]-\sqrt{3} /2[/tex]
Step-by-step explanation:
300 degrees is in the fourth quadrant (it's between 270 and 360); sine is negative in the fourth quadrant.
Given we're in the fourth quadrant, the reference angle is 360 - 300 = 60 degrees
sin(60°) = [tex]\sqrt{3} /2[/tex]
And since sine is negative, this value turns negative:
sin(300°) = [tex]-\sqrt{3} /2[/tex]
JKL and CDE are congruent. If JKL = 137, what is CDE
<CDE = 137°
When two triangles are congruent:
The corresponding angles are equalThe sizes and shapes are equalThe areas are equalThe perimeters are equalSince △JKL and △CDE are congruent, all the corresponding angles are equal.
Therefore, <JKL = <CDE = 137°
Learn more here: https://brainly.com/question/12077512
55) James left the science museum driving east 1.6 hours before Kim. Kim drove in the opposite direction going 24 km/h slower than James for 1.8 hours after which time they were 258.4 km apart. How fast did James drive?
Please show ur work, I already have the answer but I need to know how to do it. If your answer matched up with the answer key and is correct with work I will give brainliest
9514 1404 393
Answer:
58 km/h
Step-by-step explanation:
Let s represent James's speed. Then s-24 is Kim's speed. The relationship between time, speed, and distance is ...
d = st
Since the two were traveling in opposite directions, their distance apart is the sum of the distances they drove. James drove for 1.6 more hours than the 1.8 hours Kim drove, so their total distance is ...
(1.6 +1.8)s +1.8(s -24) = 258.4
5.2s -43.2 = 258.4 . . . . . . . . . . . . collect terms
5.2s = 301.6 . . . . . . . . . . . add 43.2
s = 58 . . . . . . . . . . . divide by 5.2
James drove at 58 km/h.
Help please! What’s do you see/notice about the pattern below?
Answer:
Uhm, I see there's a pattern, but there are only 2 green boxes, whole there are 4 orange boxes in every figure.
Two similar figures are similar based on the transformation (x,y) (12x, 3a(squared)y) what is/ are the value(s) of a?
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Answer:
a = ±2
Step-by-step explanation:
For similar figures, the same scale factor applies to both x and y.
12 = 3a²
4 = a²
a = ±√4 = ±2
4. Find the difference. Put
your answer in lowest terms.
9/11 - 1/3 =
The digit 5 is usually rounded up, but it can also be rounded down. How would you round the numbers in the equation 9.5 + 4.7 + 3.2 + 7.5 = x to the nearest whole number without getting an overestimate or an underestimate?
Answer:
I would round 5 up and anything below 5 would be rounded down.
10 + 4 + 3 + 8 = x
25 = x
Answer:
Let me know if I explain this wrong but from what I understand, what you would do is 9m5 and 7.5 together ad .5 and .5 are 1. That means 9+1+7. Next is 4.7 and 3.2 The problem with this us that .7 and .2 are .9 however that is important. 4+3 is 7 and we know .9 so it's 7.9. now just add the whole numbers and 7.9 and then you get your perfect answer. this answer was mainly just distributive property. hope I helped