The simplified expression to (49(2w-5))/(7(w-8)(2w-5)) is 7/(w-8).
To simplify the given expression, we can factor out common terms from the numerator and denominator and then cancel them out. This will give us the simplest form of the expression.
The given expression is: (49(2w-5))/(7(w-8)(2w-5))
First, we can factor out the common term (2w-5) from the numerator and denominator:
= (49 * (2w-5))/(7 * (w-8) * (2w-5))
Next, we can cancel out the common term (2w-5) from the numerator and denominator:
= (49)/(7 * (w-8))
Finally, we can simplify the expression by dividing the numerator and denominator by the common factor 7:
= 7/(w-8)
Therefore, the simplified expression is 7/(w-8).
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A bee population of 3000 increases by 40% every year.
Answer:
That is the answer
Step-by-step explanation:
(c) Given a = [1,2,2], b = [2,6x − 3,4], and c = [−2,8y + 4,1], (i) find the value of x such that |a + b| = |a| + |b|; (ii) determine the value of y such that there exists a vector d satisfying a × d = c.
(i)The value of x is either 29.326 or -28.226, such that such that |a + b| = |a| + |b|
To find the value of x such that |a + b| = |a| + |b|, we need to first find the magnitudes of a, b, and a+b.
The magnitude of a is |a| = √(1^2 + 2^2 + 2^2) = √9 = 3.
The magnitude of b is |b| = √(2^2 + (6x-3)^2 + 4^2) = √(4 + 36x^2 - 36x + 9 + 16) = √(36x^2 - 36x + 29).
The magnitude of a+b is |a+b| = √((1+2)^2 + (2+6x-3)^2 + (2+4)^2) = √(9 + (6x-1)^2 + 36) = √(6x^2 - 12x + 46).
Now, we can set |a+b| = |a| + |b| and solve for x:
√(6x^2 - 12x + 46) = 3 + √(36x^2 - 36x + 29)
Squaring both sides gives:
6x^2 - 12x + 46 = 9 + 36x^2 - 36x + 29 + 6√(36x^2 - 36x + 29)
Simplifying and rearranging terms gives:
-30x^2 + 24x - 8 = 3√(36x^2 - 36x + 29)
Squaring both sides again gives:
900x^4 - 1440x^3 + 672x^2 - 128x + 64 = 324x^2 - 324x + 87
Simplifying and rearranging terms gives:
900x^4 - 1440x^3 + 348x^2 + 196x - 23 = 0
Using the quadratic formula, we can find the value of x:
x = (-(-1440) ± √((-1440)^2 - 4(900)(348)(196)(-23)))/(2(900))
x = (1440 ± √(2073600 + 2731680000))/(1800)
x = (1440 ± √(2733753600))/(1800)
x = (1440 ± 52344)/(1800)
x = (1440 + 52344)/(1800) or x = (1440 - 52344)/(1800)
x = 29.326 or x = -28.226
Therefore, the value of x is either 29.326 or -28.226.
(ii) The value of y such that there exists a vector d satisfying a × d = c is -1.75, we need to first find the cross product of a and d:
a × d = [(2d3 - 2d2), (2d1 - d3), (d2 - 2d1)]
Now, we can set a × d = c and solve for y:
[(2d3 - 2d2), (2d1 - d3), (d2 - 2d1)] = [-2, 8y + 4, 1]
This gives us the system of equations:
2d3 - 2d2 = -2
2d1 - d3 = 8y + 4
d2 - 2d1 = 1
Solving for d1, d2, and d3 in terms of y gives:
d1 = (8y + 10)/3
d2 = (16y + 22)/3
d3 = (24y + 34)/3
Substituting these values back into the first equation gives:
2(24y + 34)/3 - 2(16y + 22)/3 = -2
Simplifying and rearranging terms gives:
8y + 12 = -2
8y = -14
y = -14/8
y = -1.75
Therefore, the value of y is -1.75.
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Problem 5. Find the exact values of all six trigonometric functions of 660°. Problem 6. Verify the identity: sin x + cos x cotx = CSC X.
To find the exact values of all six trigonometric functions of 660°, we need to first convert the angle to one that falls within the range of 0° to 360°. We can do this by subtracting 360° from the given angle until we get a value within the desired range.
660° - 360° = 300°
Now we can find the exact values of the trigonometric functions of 300° using the unit circle:
sin 300° = -√3/2
cos 300° = 1/2
tan 300° = -√3
csc 300° = -2/√3
sec 300° = 2
cot 300° = -1/√3
Therefore, the exact values of all six trigonometric functions of 660° are:
sin 660° = -√3/2
cos 660° = 1/2
tan 660° = -√3
csc 660° = -2/√3
sec 660° = 2
cot 660° = -1/√3
Problem 6: Verify the identity: sin x + cos x cotx = CSC X.
To verify this identity, we can start by simplifying the left-hand side of the equation:
sin x + cos x cotx
= sin x + cos x (cos x / sin x)
= sin x + (cos^2 x / sin x)
= (sin^2 x + cos^2 x) / sin x
Since sin^2 x + cos^2 x = 1, we can simplify further:
= 1 / sin x
= csc x
Therefore, the left-hand side of the equation simplifies to the same value as the right-hand side, verifying the identity.
sin x + cos x cotx = csc x
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In Exercises 1-12 !, use the Gauss-Jordan method to compute the inverse, if it exists, of the matrix. 1. \( \left[\begin{array}{ll}7 & 3 \\ 5 & 2\end{array}\right] \) 2. \( \left[\begin{array}{rr}5 &
\[ \left[\begin{array}{rr}-35 & 7 \\ 5 & -1\end{array}\right] \]
In Exercises 1-12, use the Gauss-Jordan method to compute the inverse, if it exists, of the matrix.
1. \( \left[\begin{array}{ll}7 & 3 \\ 5 & 2\end{array}\right] \)
To find the inverse of this matrix, we need to use the Gauss-Jordan method. We begin by writing the augmented matrix:
\[ \left[\begin{array}{cc|cc}
7 & 3 & 1 & 0 \\
5 & 2 & 0 & 1
\end{array}\right]\]
Next, we subtract 5 times the first row from the second row to obtain:
\[ \left[\begin{array}{cc|cc}
7 & 3 & 1 & 0 \\
0 & -11 & -5 & 1
\end{array}\right]\]
Now, we divide the second row by -11 to obtain:
\[ \left[\begin{array}{cc|cc}
7 & 3 & 1 & 0 \\
0 & 1 & 5 & -1
\end{array}\right]\]
Finally, we subtract 7 times the second row from the first row to obtain:
\[ \left[\begin{array}{cc|cc}
1 & -20 & -35 & 7 \\
0 & 1 & 5 & -1
\end{array}\right]\]
Therefore, the inverse of the given matrix is:
\[ \left[\begin{array}{rr}-35 & 7 \\ 5 & -1\end{array}\right] \]
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On a scale drawing, a kitchen wall is 6 inches long. The scale factor is 1/24 What is the length of the actual wall?
the length of the actual kitchen wall is 144 inches.
What is Scale?The ratio used to depict the relationship between the dimensions of a model or scaled figure and the corresponding dimensions of the real figure or object is called the scale. On the other hand, a scale factor is a value that is used to multiply all of an object's parts in order to produce an expanded or decreased figure.
Given, On a scale drawing, a kitchen wall is 6 inches long. The scale factor is 1/24
If the scale factor is 1/24, it means that every 1 inch on the drawing represents 24 inches in real life.
Let's set up a proportion:
1 inch on the drawing : 24 inches in real life = 6 inches on the drawing : x inches in real life
where x is the length of the actual wall.
To solve for x, we can cross-multiply:
1 inch on the drawing * x inches in real life = 6 inches on the drawing * 24 inches in real life
x = 6 inches on the drawing * 24 inches in real life / 1 inch on the drawing
x = 144 inches in real life
Therefore, the length of the actual kitchen wall is 144 inches.
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The variables x and y vary inversely with a constant of variation of 6. Find y when x = 12.
Α. 1/4
B. 1/2
C. 2
D. 3
The value of y when x is 12 is 2 (option C)
What is inverse variation?Inverse variation is the relationship between two variables, such that if the value of one variable increases then the value of the other variable decreases. Example is the price of a commodity and the quantity acquired, the higher the price, the lower of commodity bought and vice- versa.
Inverse relationship between two quantities x and y is expressed as:
x= ky
where k is the constant
k = 6
when x = 12
12 = 6y
divide both sides by 6
y = 12/6
y = 2
therefore the value of y when x is 12 is 2
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Find the surface area of each figure. Round your answers to the nearest tenth, if necessary. Pls help!!!!!
Answer:
376, and 122
Step-by-step explanation:
To solve for the surface area, we add up the areas for each side together.
([8×6] × 2) + ([8×10] × 2) + ([10×6] × 2) = 376
376 is the surface area for the 1st shape.
(10 × 5) + (4×3) + ([3×10] ×2)= 122
122 is the surface area for the 2nd shape
Answer:
9)376ft^2 10)132ft^2
Step-by-step explanation:
the first one is pretty easy use the formula 2(l*w+l*b+w*b) where l is length b is breadth and w is the width, l=10 b=8 w=6
2(10*6+10*8+6*8)
=376ft^2
the second one is also not that hard, first find out the area of the triangles in which the base is 3 and height is 4 so 4*3/2
=6
since there are two triangles, the surface area of the triangles combined is 12
now lets move the base where the width is 3 and the length is 10 as it also corresponds, now l*w is the formula to find the surface area of a rectangle so 10*3 is 30 now lets find the surface area of the square on the front which is just 10*5 which equals to 50 and lastly the rectangle at the back, for which we know that the width is 4 and length is 10 so 10*4 is 40 now simply just add all ofn these areas, 12+50+40+30
=132ft^2
#10 Find three consecutive positive integers such that
the square of the first, increased by the fast, is 22
Solving a quadratic equation we can see that the 3 consecutive numbers are:
4, 5, and 6.
How to find the 3 consecutive integers?First, we can write 3 consecutive integers as:
x, (x + 1), and (x +2 )
The square of the first increased by the last is 22, then we can write:
x^2 + (x + 2) = 22
x^2 + x + 2 - 22 = 0
x^2 +x - 20 = 0
Using the quadratic formula we will get the solutions:
[tex]x = \frac{-1 \pm \sqrt{1^2 - 4*1*-20} }{2} \\\\x = \frac{-1 \pm 9}{2}[/tex]
We know that x is positive, then the solution is:
x = (-1 + 9)/2 = 4
The 3 consecutive numbers are:
4, 5, and 6.
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Use fundamental identities to simplify. 4-4 sin^2 x / (cot ^2x) + 7 cos^2 x
a. 3 + 4 cos^2x b. 4 + 3 cos^2 x c. 4 + 3 sin^2 x d. 3-4 cos^2 x
e. 4 - 3 cos^2 x
b.4+3cos²x is the simplification of the given trigonometric identity
Explanation:
Using the identity sin²x + cos²x = 1, we can simplify the expression:
4-4sin²x/(cot²x) + 7cos²x
= 4 (1-sin²x)/(cot²x) + 7cos²x
= 4 cos²x/cot²x + 7cos²x
= 4sin²x + 7cos²x
= 4sin²x + 4cos²x + 3cos²x
=4+3cos²x
Hence, the answer is b. 4 + 3cos²x
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What is (9. 5×10−6)÷(5×104)? Express your answer in scientific notation. Enter the correct answer in the boxes
The value of expression (9.5×10-6)÷(5×104) is 0.1712
Consider a mathematical expression (9.5×10-6)÷(5×104)
We use PEDMAS rule to solve this expression.
We know that the PEMDAS rule gives the order of mathematical operations.
PEMDAS means we solve an expression in following order : parentheses, exponents, multiplication, division, addition, and subtraction.
Here (9.5×10-6)÷(5×104) we have two parentheses
Consider the first parentheses
(9.5×10 - 6)
= 95 - 6
= 89
Consider the second parentheses
(5×104) = 520
Now we solve (9.5×10 - 6)÷(5×104) = 89 ÷ 520
= 0.1712
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a. Find the point estimate for the birth weights. Round your answer to 2 decimal places. 2714.58 b. Determine the value of tq. Round your answer to 5 decimal places. 1.70814 c. Find the margin of error for the confidence interval. Round your answer to 1 decimal place. 124.3 x d. Construct the confidence interval for birth weights. Enter your answer as an open interval of the form (a,b) and round to the nearest integer. (2503,2927) х e. Babies weighing less than 2500 grams are considered to be of low birth weight. Can you conclude that the average birth weight is greater than 2500 grams? No, the entire confidence interval is below 2500. Yes, the entire confidence is above 2500. No conclusions can be drawn since the confidence interval contains 2500. X
a. The point estimate for the birth weights is 2714.58, b. the value of tq is 1.70814, and c. the margin of error for the confidence interval is 124.3. d. The confidence interval for birth weights is (2503, 2927). e. No conclusions can be drawn since the confidence interval contains 2500.
a. The point estimate for the birth weights is 2714.58. This is the average of the sample data and is used as an estimate for the population mean.
b. The value of tq is 1.70814. This is the t-value associated with the given confidence level and degrees of freedom.
c. The margin of error for the confidence interval is 124.3. This is calculated using the formula ME = tq * (s/√n), where tq is the t-value, s is the sample standard deviation, and n is the sample size.
d. The confidence interval for birth weights is (2503, 2927). This is calculated by taking the point estimate and subtracting and adding the margin of error to get the lower and upper bounds of the interval.
e. No conclusions can be drawn since the confidence interval contains 2500. This means that the true population mean could be less than 2500, greater than 2500, or equal to 2500.
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Find the length
x
to the nearest whole number.
x≈
(Do not round until the final answer. Then round to the nearest whole number.)
It is not possible to solve for x and find the length to the nearest whole number. Please provide the complete equation or additional information to help solve for x.
To find the length x to the nearest whole number, we need to use the given information and follow these steps:
1. Start with the given equation: x≈
2. Solve for x by simplifying the equation.
3. Once you have found the value of x, round it to the nearest whole number.
Without additional information, it is not possible to solve for x and find the length to the nearest whole number. Please provide the complete equation or additional information to help solve for x.
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Simplify and SHOW STEPS 1. (-5x^-3 y^-5) (3x^5 y^-5) FACTOR and show Factor tree steps 3. 20 x^2 – 12x – 14 5. 2x(x - 1) + 3(x - 1) 6. 12x^2 – 15x + 8x – 10 7. 3x^2 – 13x – 10
By applying simplification and factoring concepts, it can be concluded that:
1. (-5x⁻³ y⁻⁵) (3x⁵ y⁻⁵) = -15x² / y¹⁰
3. 20x² – 12x – 14 = 2(10x² - 6x - 7)
5. 2x(x - 1) + 3(x - 1) = (x - 1)(2x + 3)
6. 12x² – 15x + 8x – 10 = (3x + 2)(4x - 5)
7. 3x² – 13x – 10 = (3x + 2)(x - 5)
Simplification is the process of rewriting an expression in a simpler or easier-to-understand form, while still maintaining the same values.
Factoring means to factor a number means to break it up into numbers that can be multiplied together to get the original number.
Q1: Simplifying (-5x⁻³ y⁻⁵) (3x⁵ y⁻⁵)
Multiplying the number and applying rule (-x) = x, we get:
= -15x⁻³ · x⁵ · y⁻⁵· y⁻⁵
Apply rule xᵃxᵇ = xᵃ⁺ᵇ, we get:
= -15x²· y⁻¹⁰
Apply rule x⁻ᵃ = 1/xᵃ, we get:
= -15x² / y¹⁰
Q3: Factoring 20x² – 12x – 14
Divide each term by 2, and we get:
= 2(10x² - 6x - 7)
Q5: Factoring 2x(x - 1) + 3(x - 1)
Factoring out common term (x - 1), we get:
= (x - 1)(2x + 3)
Q6: Factoring 12x² – 15x + 8x – 10
Factoring out 4x from 12x² + 8x, we get:
= 4x(3x + 2)
Factoring out -5 from – 15x – 10, we get:
= -5(3x + 2)
Now the full expression becomes:
= 4x(3x + 2) - 5(3x + 2)
Factoring out common term (3x + 2), we get:
= (3x + 2)(4x - 5)
Q7: Factoring 3x² – 13x – 10
Break expression into groups:
= 3x² + 2x – 15x – 10
Factoring out x from 3x² + 2x, we get:
= x(3x + 2)
Factoring out -5 from – 15x – 10, we get:
= -5(3x + 2)
Now the full expression becomes:
= x(3x + 2) - 5(3x + 2)
Factoring out common term (3x + 2), we get:
= (3x + 2)(x - 5)
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c) (i) How many 1 cm x 1 cm x 1 cm wooden blocks will he need to fill the entire shape outlined?
In order to fill the entire shape, one must use 1 cm x 1 cm x 1 cm wooden blocks, with the total number of blocks equaling the volume of the shape in cm³. In this case, the number of blocks needed is 1 cm³, or one block.
What is length?Length is a measurement of distance or amount. It is commonly used to describe the size of an object or the distance between two points. Length can be measured in a variety of ways including inches, feet, yards, centimeters, miles, and kilometers. Length is also used to measure time, the extent of something, and the amount of material or substance.
To figure out how many 1 cm x 1 cm x 1 cm wooden blocks are required to fill the entire shape, one must first calculate the volume of the shape. The volume is calculated by multiplying the length, width, and height of the shape, which in this case is all 1 cm. Therefore, the volume of the shape is 1 cm x 1 cm x 1 cm = 1 cm³.
Next, one must calculate the total volume of all the blocks needed to fill the shape. Since each block is 1 cm x 1 cm x 1 cm, the total volume of the blocks is equal to the volume of the shape, which is 1 cm³.
Therefore, in order to fill the entire shape, one must use 1 cm x 1 cm x 1 cm wooden blocks, with the total number of blocks equaling the volume of the shape in cm³. In this case, the number of blocks needed is 1 cm³, or one block.
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In order to fill the entire shape, one must use 1 cm x 1 cm x 1 cm wooden blocks, with the total number of blocks equaling the volume of the shape in cm³. In this case, the number of blocks needed is 1 cm³, or one block.
What is length?Length is a measurement of distance or amount. It is commonly used to describe the size of an object or the distance between two points. Length can be measured in a variety of ways including inches, feet, yards, centimeters, miles, and kilometers. Length is also used to measure time, the extent of something, and the amount of material or substance.
To figure out how many 1 cm x 1 cm x 1 cm wooden blocks are required to fill the entire shape, one must first calculate the volume of the shape. The volume is calculated by multiplying the length, width, and height of the shape, which in this case is all 1 cm. Therefore, the volume of the shape is 1 cm x 1 cm x 1 cm = 1 cm³.
Next, one must calculate the total volume of all the blocks needed to fill the shape. Since each block is 1 cm x 1 cm x 1 cm, the total volume of the blocks is equal to the volume of the shape, which is 1 cm³.
Therefore, in order to fill the entire shape, one must use 1 cm x 1 cm x 1 cm wooden blocks, with the total number of blocks equaling the volume of the shape in cm³. In this case, the number of blocks needed is 1 cm³, or one block.
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Complete questions as follows-
A solid wooden block in the shape of a rectangular prism has a length, width, and height of centimeter, centimeter, and centimeter, respectively. The volume of the block is cubic centimeter. The number of cubic wooden blocks with a side length of centimeter that can be cut from the rectangular block is .
C) (i) How many 1 cm x 1 cm x 1 cm wooden blocks will he need to fill the entire shape outlined?
Zoe's bank is offering a low nominal rate of 3.9% om loans. If the nominal rate is compounded monthly, use r=100(1+in)n−1
to determine the effective rate. Round your answer to the nearest hundredth.
Responses
3.9%
3.9%
3.97%
3.97%
39.70%
39.70%
58.27%
Answer: To determine the effective rate of Zoe's loan, we can use the formula:
Effective rate = (1 + (nominal rate/number of compounding periods))^number of compounding periods - 1
Since the nominal rate is compounded monthly, the number of compounding periods is 12.
Plugging in the values, we get:
Effective rate = (1 + (0.039/12))^12 - 1
Effective rate = 0.0407 or 4.07%
Therefore, the effective rate of Zoe's loan is 4.07%, rounded to the nearest hundredth. The correct response is 3.97%.
Step-by-step explanation:
Kaylee has a total of $30 in nickels, dimes, and quarters. There are twice as many nickels as dimes and 4 times as many quarters as dimes. How many nickels does Kaylee have?
a 25
b 50
c 75
d 100
By answering the above question, we may infer that The answer is yes, equation and Kaylee now has 26 nickels. Option B, or 50, is the correct response, therefore.
What is equation?A mathematical equation links two statements and utilises the equals sign (=) to indicate equality. In algebra, an equation is a mathematical assertion that proves the equality of two mathematical expressions. For instance, in the equation 3x + 5 = 14, the equal sign separates the numbers by a gap. A mathematical formula may be used to determine how the two sentences on either side of a letter relate to one another. The logo and the particular piece of software are usually identical. like, for instance, 2x - 4 = 2.
Hence, she has twice as many nickels and quarters as normal.
The combined worth of Kaylee's coins is $30. This may be expressed as an equation:
[tex]0.05(2x) + 0.10x + 0.25(4x) = 30\\0.10x + 0.10x + 1.00x = 30\\2.20x = 30\sx = 13.64[/tex]
Kaylee has 2x = 28 nickels and 4x = 56 quarters if x = 14. These coins are worth 0.05(28), 0.10(14), and 0.25(56), for a total of $7.70.
This does not equal $30, hence the suggested solution is invalid.
Kaylee has 2x = 26 nickels and 4x = 52 quarters if x = 13. These coins are worth [tex]0.05(26) + 0.10(13) + 0.25(52) = $30.[/tex]
The answer is yes, and Kaylee now has 26 nickels.
Option B, or 50, is the correct response, therefore.
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Write a recursive formula for the nth term of the sequence 5,12,19,26,....
Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence.
what is sequence ?A sequence in mathematics is an ordered collection of numbers that is typically defined by a formula or rule. Every number in the series is referred to as a term, and its location within the sequence is referred to as its index. Depending on whether the list of terms stops or continues indefinitely, sequences can either be finite or infinite. By their patterns or uniformity, sequences can be categorised, and the study of sequences is crucial to many areas of mathematics, such as calculus, number theory, and combinatorics. Mathematical, geometrical, and Fibonacci sequences are a few examples of popular sequence types.
given
The sequence's terms are all different by 7 (i.e., 12 - 5 = 19 - 12 = 26 - 19 =... = 7).
The following is a definition of a recursive formula for the nth element of the sequence:
a 1 = 5 (the first term of the series is 5) (the first term of the sequence is 5)
For n > 1, each term is derived by adding 7 to the preceding term, so a n = a n-1 + 7.
Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence. For instance, we have
a_2 = a_1 + 7 = 5 + 7 = 12
a_3 = a_2 + 7 = 12 + 7 = 19
a_4 = a_3 + 7 = 19 + 7 = 26
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I'm so confused how do i do step one i know rhe rest
We have the solve using the quadratic equation as;
Step 2:
a = 1
b = -5
c = -14
Step 3:
What 1: (-5)²
What 2: 1
What 3: -14
What 4: 1
How to solve the equationThe quadratic equation is expressed as;
ax² + bx + c = 0
x = -b ± [tex]\sqrt{b^2 - 4ac}[/tex]/2a
From the information given, we have that;
x² -5x - 14 = 0
Now, substitute the values, we get;
x = - (-5) ± [tex]\sqrt{(-5)^2 - 4 * 1 * -14}[/tex]/ 2(1)
find the square and substitute the values, we have;
x = 5 ± [tex]\sqrt{25 + 56}[/tex]/2
Add the values, we have;
x = 5 ± √81/2
Find the square root
x = 5 ±9/2
x = 5 ± 4. 5
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Russell calculated the area of the triangle below, his work is shown, Although russel was told his work is correct
The graph represents a functional relationship.
81x
6
4
2
-2
&
-
-6-
do d
-8
-10
-12-
-14
2 4 6 8 10 12 14 16 18
X
Which value is an input of the function?
O-14
0-2
04
Answer:
Last answer choice: 4
Step-by-step explanation:
The set of inputs to the graphed function is he set of all x values for which the function has a defined value
Looking at the answer choices we see that the graph does not go the negative x region nor does it have a value for 0
So x = 4 is an input, and the resultant output y from the graph = 0
Answer
Last answer choice: 4
Tas-fan is eating at a restaurant. His total bill comes to $15.05. If Tas-fan decides to leave a tip that is approximately 20% of the total bill, how much should he leave for the tip?
I Need help to graph these and need explanation
The points are (0,0) and (0,-1/2)
What is a trigonometric function?
The right-angled triangle's angle and the ratio of its two side lengths are related by the trigonometric functions, which are actual functions. They are extensively employed in all fields of geometry-related study, including geodesy, solid mechanics, celestial mechanics, and many others.
Here, we have
Given: y = 4cot 4x
y = -1/2(cot(2x+π/4))
We have to draw the graph of a given function.
y = 4cot 4x
y = -1/2(cot(2x+π/4))
We put the different values of x and get the value of y.
y = 4cot 4x
x = 0
y = 0
y = -1/2(cot(2x+π/4))
when x= 0
y = -1/2
Hence, the points are (0,0) and (0,-1/2)
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Someone PLEASE help asap. i need the answers today pleasee i would really appreciate it. i have 2 more questions if you would like to help me answer.. im really struggling right now.
The inequalities shown by the graph are y < 3, x > -1, x < 3, and y >-2.
What is the solution to the graph of the inequalities?The given graph has four lines showing different inequalities.
One undotted line is parallel to the x-axis and is at y = 3. The shaded region is below y = 3
Hence, the inequality will be y < 3
Another dotted line is parallel to the x-axis and is at y = -3. The shaded region is above y = -2
Hence, the inequality will be y > -2
Another dotted line is parallel to the y-axis and is at x = -1. The shaded region is to the right of x = -1
Hence, the inequality will be x > -1
Another dotted line is parallel to the y-axis and is at x = 3 The shaded region is to the left of x = 3
Hence, the inequality will be x < 3
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Starting amount: $500 Years to invest: 40 Additional contributions: $100 per month Average annual rate of return: 7.6% compounded annually Total amount invested:48,500 Ending investment balance: $289,279.40 This demonstrates why it's important to______.
48500 has been invested in total. Total invested at the end: $289,279.40. This exemplifies the need to allow your savings to increase over time.
Why do you use the word "investment"?An investments is a procurement made with both the intention of making money or increasing capital. Appreciate seems to be the term for just an asset's value growing over time. When someone invests in something, they do it with the intention of using it to generate cash later on instead of for current consumption.
Why do individuals invest?Investing is a wise method to use your money and may possibly increase your wealth. When your make intelligent investment choices, your cash can increase in value and outpace inflation.
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49. Show by a counterexample that the following
converse" of Theorem 6.6 is not a theorem: "If a group G is such
that every proper subgroup is cyclic, then G is cyclic."
Steps to solve and explain t
The converse of Theorem 6.6 states that if a group G is such that every proper subgroup is cyclic, then G is cyclic. This statement is false, as shown by the following counterexample:
Let G = {e, a, b, ab}, where e is the identity element, and a and b are two distinct elements such that ab = ba.
This group is not cyclic because it does not contain an element of order 4, and thus cannot be generated by a single element. However, every proper subgroup is cyclic. For example, the subgroup {e, a} is cyclic, and the subgroup {e, b} is cyclic.
Therefore, this example provides a counterexample to the converse of Theorem 6.6.
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Let \( A=\left[\begin{array}{ccc}0 & -2 & -3 \\ -3 & 1 & -3 \\ -3 & 2 & 3\end{array}\right] \). (a) Find the determinant of \( A \). \( \operatorname{det}(A)= \) (b) Find the matrix of cofactors of \(
a)\( -9 \)
b)\( \left[\begin{array}{ccc}+18 & -18 & +9 \\ +9 & -9 & +4 \\ -4 & +4 & -1\end{array}\right] \).
(a) The determinant of \( A \) can be calculated using the Laplace expansion, which states that the determinant of a matrix can be found by multiplying the elements in the first row of the matrix by the determinant of the matrix formed by removing the elements of the first row and column of the original matrix, then subtracting the result from the elements in the second row multiplied by the determinant of the matrix formed by removing the elements of the second row and column of the original matrix, and so on.
Using the Laplace expansion, the determinant of \( A \) can be found as follows:
\( \operatorname{det}(A) = 0 \times \operatorname{det}\left[\begin{array}{cc}1 & -3 \\ 2 & 3\end{array}\right] - (-2) \times \operatorname{det}\left[\begin{array}{cc}-3 & -3 \\ 2 & 3\end{array}\right] + (-3) \times \operatorname{det}\left[\begin{array}{cc}-3 & 1 \\ -3 & 3\end{array}\right] \)
\( \operatorname{det}(A) = 0 \times 18 + 2 \times (-18) + 3 \times 9 \)
\( \operatorname{det}(A) = 0 - 36 + 27 \)
\( \operatorname{det}(A) = -9 \)
Therefore, the determinant of \( A \) is \( -9 \).
(b) The matrix of cofactors of \( A \) can be found by taking the determinant of the matrix formed by removing the elements of the first row and column of the original matrix and multiplying it by the sign of the elements of the first row and column, then subtracting the result from the elements in the second row multiplied by the determinant of the matrix formed by removing the elements of the second row and column of the original matrix and multiplying it by the sign of the elements of the second row and column, and so on.
Using this method, the matrix of cofactors of \( A \) can be found as follows:
\( \left[\begin{array}{ccc}C_{11} & C_{12} & C_{13} \\ C_{21} & C_{22} & C_{23} \\ C_{31} & C_{32} & C_{33}\end{array}\right] = \left[\begin{array}{ccc}+18 & -18 & +9 \\ +9 & -9 & +4 \\ -4 & +4 & -1\end{array}\right] \)
Therefore, the matrix of cofactors of \( A \) is \( \left[\begin{array}{ccc}+18 & -18 & +9 \\ +9 & -9 & +4 \\ -4 & +4 & -1\end{array}\right] \).
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What is the sum of 7 5/12 and 11 2/3
let's firstly convert the mixed fractions to improper fractions and them sum them up.
[tex]\stackrel{mixed}{7\frac{5}{12}}\implies \cfrac{7\cdot 12+5}{12}\implies \stackrel{improper}{\cfrac{89}{12}}~\hfill \stackrel{mixed}{11\frac{2}{3}} \implies \cfrac{11\cdot 3+2}{3} \implies \stackrel{improper}{\cfrac{35}{3}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{89}{12}+\cfrac{35}{3}\implies \cfrac{(1)89~~ + ~~(4)35}{\underset{\textit{using this LCD}}{12}}\implies \cfrac{89+140}{12}\implies \cfrac{229}{12}\implies {\Large \begin{array}{llll} 19\frac{1}{12} \end{array}}[/tex]
Write an equation
that goes through
(8.1) and is
perpendicular to 2y
+4x =12
To find an equation that goes through the point (8.1) and is perpendicular to 2y + 4x = 12, we can first rearrange the given equation into slope-intercept form, which is y = mx + b, where m is the slope and b is the y-intercept:
2y + 4x = 12
2y = -4x + 12
y = -2x + 6
So the slope of the given equation is -2.
Since we want a line that is perpendicular to this line and passes through the point (8,1), we know that the slope of our new line will be the negative reciprocal of -2, which is 1/2.
Now we can use the point-slope form of the equation of a line to write the equation:
y - 1 = (1/2)(x - 8)
Simplifying this equation, we get:
y - 1 = (1/2)x - 4
y = (1/2)x - 3
Therefore, the equation that goes through the point (8,1) and is perpendicular to 2y + 4x = 12 is y = (1/2)x - 3.
Answer:
To find the equation of a line that goes through a given point and is perpendicular to a given line, we can use the following steps:
Rewrite the given line in slope-intercept form y = mx + b, where m is the slope and b is the y-intercept.
Determine the slope of the line that is perpendicular to the given line. The slope of a line perpendicular to a line with slope m is -1/m.
Use the point-slope form of the equation of a line to write the equation of the line that goes through the given point with the slope found in step 2.
Given the point (8, 1) and the line 2y + 4x = 12, we can rewrite the line in slope-intercept form by solving for y:
2y + 4x = 12
2y = -4x + 12
y = -2x + 6
The slope of the given line is -2.
The slope of the line perpendicular to the given line is -1/-2 = 1/2.
Using the point-slope form of the equation of a line, we can write the equation of the line that goes through the point (8, 1) with slope 1/2:
y - 1 = (1/2)(x - 8)
Simplifying this equation, we get:
y - 1 = (1/2)x - 4
y = (1/2)x - 3
Therefore, the equation of the line that goes through the point (8, 1) and is perpendicular to the line 2y + 4x = 12 is y = (1/2)x - 3.
Step-by-step explanation:
A chemist has 10% and 50% solutions of acid available. How many
liters of each solution should be mixed to obtain 400 liters of 11%
acid solution?
liters of 10% acid
liters of 50% acid
To obtain 400 liters of 11% acid solution, you need to mix 390 liters of the 10% acid solution and 10 liters of the 50% acid solution to obtain 400 liters of 11% acid solution.
Let x be the number of liters of 10% acid solution and y be the number of liters of 50% acid solution.
We can set up a system of two equations to represent the given information:
x + y = 400 (total volume of the mixture is 400 liters)
0.10x + 0.50y = 0.11(400) (the amount of acid in the mixture is 11% of the total volume)
Simplifying the second equation:
0.10x + 0.50y = 44
We can now use either substitution or elimination method to solve for x and y.
Using substitution, we can solve for y in terms of x from the first equation:
y = 400 - x
Substituting this into the second equation:
0.10x + 0.50(400-x) = 44
Simplifying and solving for x:
0.10x + 200 - 0.50x = 44
-0.40x = -156
x = 390
So the chemist needs 390 liters of the 10% acid solution and 10 liters of the 50% acid solution to obtain 400 liters of 11% acid solution.
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Simona has 8 3/4 cups of milk in a container. She uses 112 cups of the milk to make a cake. She uses 14 cup of the milk to make frosting for the cake. How many cups of milk does Simona have left?
Simona is left with 7 cups of milk.
What is Mixed fraction?
An example of a mixed fraction is one that consists of both a whole integer and a fractional component. A mixed fraction is, for instance, 3 1/7. It's also known as a jumbled number.
Conversion procedures for a mixed fraction to a simple fraction
Step 1: Multiplying the denominator of the mixed fraction by the whole number component is the first step.
Step 2: To the end result achieved in Step 1, add the numerator.
Step 3: Format the improper fraction in numerator/denominator form using the sum from step 2 as the denominator.
Simona has 8 3/4 cups of milk .
She uses 1 1/2 cups of milk to make the cake and 1/4 cup of the milk to make frosting for the cake.
So, cups of milk left = total cups of milk - cups of milk used for cake
= 8 3/4 - 1 1/2 - 1/4
= 35/4 - 3/2 - 1/4
= (35 - 6 - 1)/4
= 28/4
= 7 cups of milk.
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