Please answer number 15 and 16 show work
Algebra 2
The exponential function that models the percentage as a function of P is given as follows:
P(t) = 100(0.705)^t.
How to define the exponential function?The standard definition of an exponential function is given as follows:
y = a(b)^x.
In which:
a is the value of y when x = 0.b is the rate of change.The parameters for this problem are given as follows:
a = 100, as when x = 0, y = 100, from the second row of the table.b = 70.5/100 = 0.705, as when x increased by one, y was multiplied by 0.705.Hence the function that models the data in the table is defined as follows:
P(t) = 100(0.705)^t.
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An art teacher has 8 gallons of paint. Her class uses 3/4 of the paint. The teacher divided the rest of the paint into 4 bottles. How much paint is in each bottle?
In response to the given query, the result we have is Hence, each expressions container contains 1/2 gallon of paint.
what is expression ?Multiplying, dividing, adding, and subtracting are all mathematical operations. As an example, consider the following expression: Expression, mathematics, and a numeric value Numbers, parameters, and functions are the components of an expression in mathematics. Using opposing words and phrases is possible. An expression, sometimes referred to as an algebraic expression, is any mathematical statement that includes variables, numbers, and a mathematical action between them. For instance, the expression 4m + 5 is made up of the expressions 4m and 5, as well as the variable m from the previous equation, all of which are separated by the mathematical symbol +.
The remaining paint would be as follows if the art teacher had 8 gallons and the students had used 3/4 of it:
8 x 1 - 3/4 = 8 x 1/4 = 2 gallons.
The 4 bottles of the remaining 2 gallons of paint each contain the following amounts of paint:
1/2 gallon is equal to 2/4.
Hence, each container contains 1/2 gallon of paint.
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A sprinkler can water between 1 and 150 square yards of a lawn. The length L in inches of rotating pipe needed to water A square wards is given by the function L = 111.25√A.
Graph the equation on your calculator.
How much area can be watered if the length of the pipe is 400, 700, or 1,100 inches long?
please help me!!
The area that can be watered if the length of the pipe is 400, 700, or 1,100 inches long are:
Where L = 400, A [tex]\approx[/tex] 12.82
Where L = 700 A [tex]\approx[/tex] 44.43
Where L = 1,100 A [tex]\approx[/tex] 86.13
The length of the pipe is given by the function:
L = 111.25√A.
Where a = (L/111.25)²
Thus, for L = 400inches
A = (400/111.24)²
(400/111.24)² = (400²)/(111.24)²
(400²)/(111.24)² = (160000)/(12369.5776)
Divide 160000 by 12369.5776 to get:
(160000)/(12369.5776) = 12.820128200735
Therefore, A = 12.820128200735,
A [tex]\approx[/tex] 12.82
Thus:
Where L = 700;
A = 44.434243
A [tex]\approx[/tex] 44.43
Where L = 1,100
A = 86.129479
A [tex]\approx[/tex] 86.13
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ALGEBRAIC EXPRESSIONS AND EQUATIONS Evaluating a quadratic expression: Integers Evaluate the expression when b=5. b^(2)-7b+1
The expression b^(2)-7b+1 evaluates to -9 when b=5.
To evaluate the expression when b=5, we simply need to substitute the value of b into the expression and then simplify.
Here's how we do it step-by-step:
Step 1: Substitute the value of b into the expression:
b^(2)-7b+1 = (5)^(2)-7(5)+1
Step 2: Simplify the expression by following the order of operations (PEMDAS):
= 25-35+1
Step 3: Combine like terms:
= -9
So, the final answer is -9.
Therefore, the expression b^(2)-7b+1 evaluates to -9 when b=5.
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Solve using the quadratic f -9d^(2)+6=-6d Write your answers as intec form, or decimals rounded
The answer to the quadratic equation -9d^(2)+6=-6d is 11/20 and -11/20. To solve the given quadratic equation f -9d^(2)+6=-6d, we need to rearrange the terms and use the quadratic formula.
Step 1: Rearrange the terms to get the equation in the standard form of ax^(2) + bx + c = 0
-9d^(2) + 6d + 6 = 0
Step 2: Identify the values of a, b, and c.
a = -9
b = 6
c = 6
Step 3: Use the quadratic formula to find the solutions for d.
The quadratic formula is given by:
d = (-b ± √(b^(2) - 4ac))/(2a)
Substitute the values of a, b, and c into the formula:
d = (-(6) ± √((6)^(2) - 4(-9)(6)))/(2(-9))
Step 4: Simplify the expression inside the square root:
d = (-(6) ± √(36 + 216))/(-18)
d = (-(6) ± √(252))/(-18)
Step 5: Simplify the expression further:
d = (-(6) ± 15.87)/(-18)
Step 6: Solve for d using both the positive and negative values inside the square root:
d = (-(6) + 15.87)/(-18) = 0.55
d = (-(6) - 15.87)/(-18) = -0.55
So, the solutions for d are 0.55 and -0.55 or 11/20 and -11/20 using the quadratic formula to solve the given quadratic equation.
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Krystal throws a rappelling rope at a speed of 10 m/s down a 50 m cliff.
When will the rope hit the ground?
Use the drop-down to put the correct order to solve for when the rope will hit the ground.
With speed = 10 m/s, the rope will hit ground after 3.36 seconds.
What exactly is speed?Speed is a measure of how fast an object is moving, usually measured in units of distance per unit time, such as meters per second (m/s) or kilometers per hour (km/h). It is a scalar quantity, meaning it only has magnitude and no direction.
Mathematically, speed is defined as the distance an object travels per unit time. The formula for calculating speed is:
Speed = Distance / Time
where Distance is the distance traveled by the object, and Time is the time taken to cover that distance.
Now,
To find when the rope will hit the ground, we can use the kinematic equation:
y = vi * t + (1/2) * a * t²
where:
y = 50 m (the height of the cliff)
vi = 10 m/s (the initial velocity of the rope)
a = 9.8 m/s² (the acceleration due to gravity, acting downward)
t = time it takes for the rope to hit the ground
We can solve for t by setting y=50 and solving for t:
50 = 10t + (1/2) * 9.8 * t²
50 = t(10 + 4.9t)
t = 50/14.9=3.36 s
Therefore, the rope will hit the ground after 3.36 seconds.
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Knowledge Check Find the least common denominator of (2x)/(7x-21) and (1)/(2x-6)
The least common denominator of the two fractions (2x)/(7x-21) and (1)/(2x-6) is 14(x-3).
To find the least common denominator of the two fractions (2x)/(7x-21) and (1)/(2x-6), we need to find the least common multiple of the denominators 7x-21 and 2x-6.
Step 1: Factor the denominators.
7x-21 = 7(x-3)
2x-6 = 2(x-3)
Step 2: Identify the common factors.
Both denominators have the factor (x-3).
Step 3: Multiply the unique factors together.
7 * 2 * (x-3) = 14(x-3)
Step 4: The least common denominator is 14(x-3).
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9. The sum of the squares of n standard gaussians is known as a Chi square and denoted by xh. In other words, if Z1, Z2, ..., , Zn are independent N(0, 1) then, x2 z +Z2 ...+22 where d over = means the two sides have the same distribution, i.e. they show the same values with the same probabilities. Use the CLT to find P(xż5 > 30). The closest value is, (A) 0.18 (B) 0.24 (C) 0.20 (D) 0.22 (E) 0.16
The sum of the squares of n standard gaussians is known as a Chi square and denoted by x2. In other words, if Z1, Z2, ..., Zn are independent N(0, 1) then x2 = Z1^2 + Z2^2 + ... + Zn^2. to use the Central Limit Theorem (CLT) to find P(x2 > 30). The closest value is (C) 0.20 The correct option is C) 0.20
The CLT states that the sum of a large number of independent and identically distributed random variables will be approximately normally distributed. In this case, the sum of the squares of n standard gaussians (x2) will be approximately normally distributed with mean n and variance 2n.
Therefore, we can standardize x2 to find the probability that it is greater than 30:
Z = (x2 - n) / sqrt(2n)
We want to find P(x2 > 30), which is equivalent to P(Z > (30 - n) / sqrt(2n)). Using the standard normal table, we can find the closest value to this probability. The closest value is (C) 0.20. Therefore, the answer is (C) 0.20.
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5.24. Exercise. Make a ruler-and-compass construction of the lines tan- gent to a given circle that pass thru a given point.
Precise and accurate in your construction, using the ruler and compass correctly to create the desired lines.
To make a ruler-and-compass construction of the lines tangent to a given circle that pass through a given point, follow these steps:
1. Draw the given circle using a compass.
2. Mark the given point on the paper with a pencil.
3. Place the point of the compass at the given point and extend the compass until it touches the edge of the circle.
4. Draw a circle with the compass. This circle will intersect the given circle at two points.
5. Use a ruler to draw a line from the given point to each of the intersection points. These lines are the tangent lines to the given circle that pass through the given point.
6. Label the tangent lines and the given point for clarity.
By following these steps, you can create a ruler-and-compass construction of the lines tangent to a given circle that pass through a given point. Remember to be precise and accurate in your construction, using the ruler and compass correctly to create the desired lines.
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The bar graph shows the results of spinning a spinner 100 times. Use the bar graph to find the experimental probability of spinning a number less than 3.
The experimental probability of spinning a number less than 3 is given as follows:
0.38.
How to calculate a probability?A probability is calculated as the division of the desired number of outcomes by the total number of outcomes in the context of a problem/experiment.
The outcomes for this problem are given as follows:
Total outcomes: 100 outcomes.Desired outcomes: 20 + 18 = 38 outcomes in which a number less than 3 was spun.Hence the experimental probability of spinning a number less than 3 is given as follows:
p = 38/100
p = 0.38.
Missing InformationThe bars are given as follows:
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MY LOAN INFORMATION ?
My Annual Borrowing $1,740
Federal Loans
Private Loans
$
$
Totals $
Annual
Borrowing
0
630
Total
Principal
$ 630
$ 0 2.8%
$630
Annual Federal Borrowing Limit
Annual Private Borrowing Limit
My Years of Borrowing
hp
Interest
Rate
6.5%
Loan
Term
10 years $
10 years $
$
$5,500
Limit Varies
1 Years
Payment
Amount
0 per month
5 per month
5 per month
Mar 1
12:27 US
Answer:
I'm sorry, but it is not clear what you are asking for. Can you please provide more information or a specific question?
Kehlani is trying to find the height of a radio antenna on the roof of a local building. She stands at a horizontal distance of 24 meters from the building. The angle of elevation from her eyes to the roof ((point AA)) is 20^{\circ} ∘ , and the angle of elevation from her eyes to the top of the antenna ((point BB)) is 41^{\circ} ∘ . If her eyes are 1.51 meters from the ground, find the height of the antenna ((the distance from point AA to point BB)). Round your answer to the nearest tenth of a meter if necessary.
The antenna's height is 12.1 meters, as stated throughout the announcement.
What does building type mean?Building type refers to a grouping of buildings according to their purpose, location, and style that serves as the standard for evaluating and categorizing variants. Buildings must be categorized as either support, civic, commercial, industrial, or residential. Any kind of fella construction is a structural. It could be anything: a dam or a bridge, for instance. In contrast, a building is a closed construction with walls and a roof. Once more, the more precise phrase is "building," although "structure" is far more generic.
Based on the graph.
[tex]$$\begin{aligned}& \overline{O H}=\overline{C D}=1.51 \mathrm{~mm} . \\& \overline{O C}=24 \mathrm{~m} . \\& \angle O C A=20^{\circ} . \quad \angle O C B=41^{\circ} .\end{aligned}$$[/tex]
In RT [tex]$\triangle A O C_,$[/tex]
[tex]$$\begin{aligned}& \tan 20^{\circ}=\frac{A_0}{O C}=\frac{A_0}{24} \\& \text { So } A_0=\tan 20^{\circ} \times 24=8.74 \mathrm{~m}\end{aligned}$$[/tex]
In Rt ΔOBC.
[tex]$$\begin{aligned}\tan 41^{\circ} & =\frac{O B}{O C}=\frac{O B}{24} \\O B & =\tan 41^{\circ} \times 24=20.86 \mathrm{~m} .\end{aligned}$$[/tex]
[tex]A B=O B-O A=20.86-8.74=12.12 \mathrm{~m} \approx 12.1 \mathrm{~m} .[/tex]
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Answer:
12.1
Step-by-step explanation:
I got the question right
According to a random sample taken at 12 A.M., body temperatures of healthy adults have a bell-shaped distribution with a mean of 98.33°F and a standard deviation of 0.67°F. Using Chebyshev's theorem, what do we know about the percentage of healthy adults with body temperatures that are within 2 standard deviations of the mean? What are the minimum and maximum possible body temperatures that are within 2 standard deviations of the mean?
Question content area bottom
Part 1
At least enter your response here% of healthy adults have body temperatures within 2 standard deviations of 98.33°F
At least 75% of healthy adults have body temperatures within the range of 96.99°F to 99.67°F.
What is standard deviations?
The term "standard deviation" (or "") refers to a measurement of the data's dispersion from the mean. A low standard deviation implies that the data are grouped around the mean, whereas a large standard deviation shows that the data are more dispersed.
Chebyshev's theorem states that for any distribution (not just the normal distribution), regardless of shape, at least 1 - 1/k^2 of the data values will be within k standard deviations of the mean, where k is any number greater than 1.
In this case, we want to know the percentage of healthy adults with body temperatures that are within 2 standard deviations of the mean. So we need to use Chebyshev's theorem with k = 2.
At least 1 - 1/2^2 = 1 - 1/4 = 0.75, or 75%, of the healthy adults have body temperatures within 2 standard deviations of the mean.
To find the minimum and maximum possible body temperatures that are within 2 standard deviations of the mean, we can use the formula:
Minimum = Mean - k * Standard deviation
Maximum = Mean + k * Standard deviation
Plugging in the values for this problem, we get:
Minimum = 98.33 - 2 * 0.67 = 96.99°F
Maximum = 98.33 + 2 * 0.67 = 99.67°F
Therefore, we can say that at least 75% of healthy adults have body temperatures within the range of 96.99°F to 99.67°F.
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find the missing side of the triangle
The missing side of the triangle is 16 mm.
What is Trigonometry?Trigonometry is the branch of mathematics that deals with particular angles' functions and how to use those functions in calculations. There are six common uses for an angle in trigonometry.
As per the given diagram:
The sides and angles of the right-angled triangle is given:
To find v using the trigonometric ratio:
sinθ = (P/H) {P is perpendicular and H is hypotunese}
for θ = 30°
sin30° = (8/v)
1/2 = 8/v
v = 16 mm
Hence, the missing side of the triangle is 16 mm.
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Mrs. Beck buys 48 pieces of house siding. Each piece is 3.7 meters long.
Part A
Which equation represents the best estimate for the total length of siding Mrs. Beck buys?
The equation which represents the total length of the siding is given by A , where A = 50 x 4 = 200 meters
What do you mean by an Equation?Equations are statements in mathematics that have two algebraic expressions on either side of the equals (=) sign.
It displays the similarity of the connections between the phrases on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are examples of the parts of an equation. When creating an equation, the "=" symbol and terms on both sides are necessary.
Given data ,
Let the total length of the siding be represented as A
Now , the value of A is
Let the number of pieces be n = 48 pieces
Let the length of each piece be l = 3.7 meters
Now , total length of the siding A = number of pieces x length of each piece
On simplifying the equations , we get
The total length of siding A = 48 x 3.7 = 177.6 meters
Now , n ≈ 50 pieces
l ≈ 4 meters
So , total length of siding A = 50 x 4 = 200 meters
Hence , the equation is A = 50 x 4 = 200 meters
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can someone please translate in whatever language u use and do the math task for me me because i am struggling
Answer:
the paper is too blurry i would help if i could.
Step-by-step explanation:
`g\left(x\right)`represents the cost of a stuffed giraffe. The giraffe costs `\$15` and accessories cost `\$3.75` each. What does `g\left(5\right)=33.75` say about this situation?
The statement g(5) = 33.75 represents total cost of $33.75 when the purchase of a stuffed giraffe added to 5 accessories to it, the total cost
How to interpret the function notationFrom the question, we have the following parameters that can be used in our computation:
g(x) = the cost of a stuffed giraffe.
The giraffe costs $15 and accessories cost $3.75 each.
This means that
g(5) = 33.75
Using the above as a guide, we have the following:
The statement g(5) = 33.75 means that if we purchase a stuffed giraffe and add 5 accessories to it, the total cost will be $33.75.
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The two legs of a right triangle are 11 inches and 24 inches.
Find the hypotenuse of the triangle
To find the hypotenuse of a right triangle, we can use the Pythagorean theorem, which states that the square of the hypotenuse is equal to the sum of the squares of the other two sides. The formula for the Pythagorean theorem is:
c^2 = a^2 + b^2
Where c is the hypotenuse, and a and b are the other two sides of the triangle.
In this case, we are given the lengths of the two legs of the triangle, 11 inches and 24 inches.
We can plug these values into the formula and solve for the hypotenuse:
c^2 = 11^2 + 24^2
c^2 = 121 + 576
c^2 = 697
c = √697
c ≈ 26.4 inches
Therefore, the hypotenuse of the triangle is approximately 26.4 inches.
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Which is it????????////]//////.
The equation that represents the line of best fit for the scatterplot is given as follows:
B. y = -10x + 100.
How to define the linear function?The slope-intercept definition of a linear function is given as follows:
y = mx + b.
In which:
m is the slope, representing the rate of change.b is the intercept, representing the value of y when x = 0.From the graph, we have that:
The slope is negative, as when the input increases, the output decreases.The intercept is a value between 90 and 100, as there are two points on the graph when x = 0, (0, 90) and (0,100).Hence option B is correct.
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Question 4: You are creating an obstacle for a community event. The area of the rectangular space is represented by the expression 8x² - 12x. The width of the rectangular space is represented by the expression 4x.
Part A: Write an expression to represent the length of the rectangular space. Show all work to find the length
Length of Rectangular Space
Part B: Prove your answer from Part A is correct by multiplying the length and width of the rectangle.
Write the expression in standard form:
Answer:
Part A: To find the expression for the length of the rectangular space, we can use the formula for the area of a rectangle, which is length multiplied by width. We have the expression for the area as 8x² - 12x, and the expression for the width as 4x. So, we can write:
Area = Length × Width
8x² - 12x = Length × 4x
Simplifying the right side by multiplying, we get:
8x² - 12x = 4x × Length
2x² - 3x = Length
Therefore, the expression for the length of the rectangular space is 2x² - 3x.
Part B: To prove that the expression for the length from Part A is correct, we can multiply it by the expression for the width and simplify:
Length × Width = (2x² - 3x) × (4x)
= 8x³ - 12x²
= 4x(2x² - 3x)
= 4x(2x(x - 3))
This is in fact the same as the expression for the area of the rectangular space, 8x² - 12x, in standard form.
#8
the results of a survey that asked 120 eighth graders if they prefer math or social studies are shown in the frequency table.
The relative frequency for the total number of boys in this survey, rounded to the nearest hundredth, is 0.43.
What is frequency ?
In statistics, frequency refers to the number of times a particular observation or value occurs in a given dataset or sample. It is often represented in a frequency table, which organizes the data by category or value and shows the number of occurrences for each.
To find the relative frequency for the total number of boys in this survey, we need to divide the number of boys who prefer math or social studies by the total number of students in the survey, which is 120.
Relative frequency of boys who prefer math = 43/52 ≈ 0.83
Relative frequency of boys who prefer social studies = 9/52 ≈ 0.17
Relative frequency of total number of boys = 52/120 ≈ 0.43
Therefore, the relative frequency for the total number of boys in this survey, rounded to the nearest hundredth, is 0.43.
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If \( y \) varies directly as \( x \) and inversely as \( z \) and \( y=24 \) when \( x=120 \) and \( z=16 \), then what is the value of \( y \) when \( x=4 \) and \( z=15 \) ?
Y= 3.2
When \( y \) varies directly as \( x \) and inversely as \( z \), the equation is given by:
\( y = \frac{kx}{z} \)
Where \( k \) is a constant.
Substituting the given values of \( x \), \( y \) and \( z \), we get:
\( 24 = \frac{k(120)}{16} \)
Solving for \( k \):
\( k = \frac{24*16}{120} = 4.8 \)
Substituting the values of \( k \), \( x \) and \( z \) into the equation, we get:
\( y = \frac{(4.8)*4}{15} \)
Therefore, the value of \( y \) when \( x=4 \) and \( z=15 \) is \( 3.2 \).
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Write an equation in slope-Intercept form for the line with slope -3 and y-Intercept 5. Then graph the line.
Answer: Y=-3X+5
Step-by-step explanation:
Slope intercept form is Y=mx+b where m is slope and b is slope intercept to graph you can use desmos which is a free graphing calculator just punch in the equation exactly as I gave it. since m is slope it is -3 and b is y intercept so 5 so Y=-3x+5
Answer:
y = -3x + 5
Step-by-step explanation:
y = mx + b The m is the slope and the b is the y intercept. Substitute in the slope and the y-intercept
y = -3x + 5
First, graph the y-intercept. That will be at the point (0, 5). From that point, go down 3 units and then go one unit right. You will be back on the line. That is the slope.
Helping in the name of Jesus.
factor by grouping
5u³+15u²-u-3
Answer:
The answer is [tex](u + 3)(5u^{2} - 1)[/tex]
Add/subtract the radical expressions and simplify: (a) \( -2 y \sqrt{28 x^{3}}+3 x \sqrt{63 x y^{2}}-3 \sqrt{112 x^{3} y^{2}} \) (b) \( 7 \sqrt[3]{8 x^{2} y}+2 \sqrt[3]{27 x^{5} y^{4}} \)
\( 7 \sqrt[3]{8 x^{2} y}+6 \sqrt[3]{x^{5} y^{4}} \) = \( 13 \sqrt[3]{x^{5} y^{4}} \)
Adding/subtracting radical expressions and simplifying can be done as follows:
(a) \( -2 y \sqrt{28 x^{3}}+3 x \sqrt{63 x y^{2}}-3 \sqrt{112 x^{3} y^{2}} \)
\(-2 y \sqrt{28 x^{3}}+3 x \sqrt{63 x y^{2}}-3 \sqrt{112 x^{3} y^{2}}\) = \( -2 y \sqrt{28 x^{3}}+3 x \sqrt{63 x y^{2}}-3 \sqrt{28 x^{3} \cdot 4 y^{2}}\)
\(-2 y \sqrt{28 x^{3}}+3 x \sqrt{63 x y^{2}}-3 \sqrt{28 x^{3} \cdot 4 y^{2}}\) = \( -2 y \sqrt{28 x^{3}}+3 x \sqrt{63 x y^{2}}-12 y \sqrt{7 x^{3}}\)
\(-2 y \sqrt{28 x^{3}}+3 x \sqrt{63 x y^{2}}-12 y \sqrt{7 x^{3}}\) = \( -14 y \sqrt{7 x^{3}}+3 x \sqrt{63 x y^{2}}\)
(b) \( 7 \sqrt[3]{8 x^{2} y}+2 \sqrt[3]{27 x^{5} y^{4}} \)
\( 7 \sqrt[3]{8 x^{2} y}+2 \sqrt[3]{27 x^{5} y^{4}} \) = \( 7 \sqrt[3]{8 x^{2} y}+2 \sqrt[3]{3^3 \cdot x^{5} y^{4}} \)
\( 7 \sqrt[3]{8 x^{2} y}+2 \sqrt[3]{3^3 \cdot x^{5} y^{4}} \) = \( 7 \sqrt[3]{8 x^{2} y}+6 \sqrt[3]{x^{5} y^{4}} \)
\( 7 \sqrt[3]{8 x^{2} y}+6 \sqrt[3]{x^{5} y^{4}} \) = \( 13 \sqrt[3]{x^{5} y^{4}} \)
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If f(v)=12v^(4)-40v^(3)+4v^(2)+17v+21, use synthetic division to find f(3) Submit
The value of f(3) using synthetic division is 72.
To find f(3) using synthetic division, we need to divide the polynomial f(v) by the factor (v - 3). This will give us the quotient and the remainder, which will help us find the value of f(3).
Write the coefficients of the polynomial in a row: 12 -40 4 17 21
Write the value of the factor we are dividing by to the left of the row: 3 | 12 -40 4 17 21
Bring down the first coefficient: 3 | 12 -40 4 17 21
------------------
12
Multiply the first coefficient by the factor and write the result under the second coefficient: 3 | 12 -40 4 17 21
------------------
12 36
Add the second coefficient and the result from step 4: 3 | 12 -40 4 17 21
------------------
12 -4
Repeat steps 4 and 5 for the remaining coefficients: 3 | 12 -40 4 17 21
------------------
12 -4 0 51
The last number in the bottom row is the remainder. This is the value of f(3): 3 | 12 -40 4 17 21
------------------
12 -4 0 51 72
So, f(3) = 72.
Therefore, the value of f(3) using synthetic division is 72.
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retest QUIZ ON VOLUMES AND CIRCLES
A triangular prism and a triangular pyramid have the same base and height. What is true about the volumes of the triangular prism
and the triangular pyramid?
OA. The triangular prism has a volume one-third the volume of the triangular pyramid.
OB. The triangular pyramid has a volume one-half the volume of the triangular prism.
OC. The triangular pyramid has a volume three times the volume of the triangular prism.
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OD. The triangular pyramid has a volume one-third the volume of the triangular prism.
The true about the volumes of the triangular prism and the triangular pyramid is D; triangular pyramid has a volume one-third the volume of the triangular prism.
What is a triangular prism?Suppose a triangle. Now, strech it up so as to make a stack of triangles up above another. This new 3d object is called a triangular prism.
Usually, about triangular prism, we talk about the triangular prism, whose stack goes straight up, thus, we talk about a right triangular prism.
In order for us to know the volume of the triangular pyramid, first we need to know the ratio of the volume of triangular prism and the volume of the triangular pyramid.
Take a traingle as a base then take 3 triangles such that each of them are connected to one-one side of the first traingle and when they're taken together, they form a closed object, called as a triangular pyramid.
Volume of the pyramid = 1/3 volume of the prism.
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The triangular pyramid has a volume one-third the volume of the triangular prism .
Correct option is D.
What is volume?Volume is the measure of the capacity that an object holds. Volume can also be defined as the amount of space occupied by a 3-dimensional object. The volume of a solid like a cube or a cuboid is measured by counting the number of unit cubes it contains. The best way to visualize volume is to think of it in terms of the space enclosed/occupied by any 3-dimensional object or solid shape.
Given,
A triangular prism and a triangular pyramid have the same base and height.
Let the height be h unit and area of base be x square unit
Volume of triangular prism
= base area × height
= Ah cubic unit
Volume of triangular pyramid
= (1/3)× base area × height
= (1/3)Ah
= (1/3) volume of triangular prism
Hence, volume of triangular pyramid is one-third of volume of triangular prism.
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olve by Trinomial Factor (a)>(1) ob 22, 8:45:09 AM olve the quadratic by factoring. 3x^(2)+1=-25x-7 Answer: x
The solutions to the quadratic equation are x = -1/3 and x = -8.
To solve the quadratic equation 3x^2 + 1 = -25x - 7 by factoring, we first need to rearrange the equation so that all the terms are on one side of the equal sign:
3x^2 + 25x + 8 = 0
Next, we need to find two numbers that multiply to give us 8 (the constant term) and add to give us 25 (the coefficient of the x term). These numbers are 20 and 1, so we can factor the trinomial as follows:
(3x + 1)(x + 8) = 0
Now we can use the zero product property to set each factor equal to zero and solve for x:
3x + 1 = 0 or x + 8 = 0
x = -1/3 or x = -8
So the solutions to the quadratic equation are x = -1/3 and x = -8.
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write an equation in point slope form for a line that passes through(-2,5) and (-1,1)
The equation of line is y = -4x - 3 and the slope is m = -4
What is an Equation of a line?The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept
And y - y₁ = m ( x - x₁ )
y = y-coordinate of second point
y₁ = y-coordinate of point one
m = slope
x = x-coordinate of second point
x₁ = x-coordinate of point one
The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )
Given data ,
Let the equation of line be represented as A
Now , the value of A is
Let the first point be P ( -2 , 5 )
Let the second point be Q ( -1 , 1 )
Now , the slope of the line is m = ( y₂ - y₁ ) / ( x₂ - x₁ )
Substituting the values in the equation , we get
Slope m = ( 1 - 5 ) / ( -1 - ( -2 ) )
On simplifying , we get
Slope m = ( -4 ) / 1
Slope m = -4
Now , the equation of line is y - y₁ = m ( x - x₁ )
y - 5 = -4 ( x - ( -2 ) )
y - 5 = -4 ( x + 2 )
y - 5 = -4x - 8
Adding 5 on both sides , we get
y = -4x - 3
Hence , the equation of line is y = -4x - 3
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Find m∠RTS. PLS HELP IN THE MIDDLE OF A TEST