Test Prep Dono Dashbour e Unite Unit Activity: The Definite Integral 5 of 8 E Save Task 1 Print or You are learning the landscaping trade as an apprentice for 1plus1 Landscaping. Your supervisor wants you to calculate the area between the curved edge of a garden bed and the side of the house. Using the area, he can calculate the amount of mulch he will need for this job. Your supervisor has not yet provided an equation for the curve. Instead of waiting for the equation, you start a spreadsheet that will aid in the calculation. When you receive the equation, you'll have only a small amount of work to do in order to compute the area that he wants to cover with mulch. Part A Because you don't yet have an equation from your supervisor, choose one to help you set up the spreadsheet. ater, modify the spreadsheet when you receive the actual equation. Use spreadsheet software to: • Estimate the area that lies under the curvey -x + 1 between x = 0 and x = 10 Let the number of sub-intervals ben=5 . First calculate the area using left endpoints and then right endpoints

Answer:

To find the selling price of the laptop that costs R4 200 before VAT, we need to add 15% VAT to the cost.

The VAT amount can be calculated as:

VAT = 15% of R4 200

VAT = (15/100) x R4 200

VAT = R630

The selling price including VAT will be the cost of the laptop plus the VAT amount:

Selling price = R4 200 + R630

Selling price = R4 830

Therefore, the selling price of the laptop that costs R4 200 before VAT will be R4 830 after adding 15% VAT.

The value of the length WY is 40√3 mm. Option J

The different types of trigonometric identities are;

From the information given, we have that;

Opposite side = WY

Angle of elevation, θ = 60 degrees

Adjacent side = 40mm

Now, let's use the tangent identity;

tan θ = WY/40

substitute the value

tan 60 = WY/40

cross multiply

WY = 40 × √3

Multiply the values

WY = 40√3 mm

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cosx = cos4x = cos5x.

19. Using the identity sin2x + cos2x = 1, we can rewrite the equation as:

sin2x/2 - sin2x/2 = cosx/sinx

Simplifying both sides: cosx/sinx = 0

Therefore, cosx = 0 and sinx = 0.


20. Using the identities secx = 1/cosx, tanx = sinx/cosx, and sec2x = 1 + tan2x, we can rewrite the equation as:

secx(secx tanx) - sec4x(secx tanx) = sec5x tanx

Simplifying: secx - sec4x = sec5x

Therefore, secx = sec4x = sec5x.

Simplifying further: 1/cosx = 1/cos4x = 1/cos5x

Therefore, cosx = cos4x = cos5x.

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The new price of the notebooks is $2.40.

To find the original price and the new price of the notebooks, we can use a proportion model. Let's call the original price "x" and the new price "y".

The proportion model for this problem would be:

40/100 = 1.60/x

To solve for x, we can cross-multiply:

40x = 100(1.60)

And then divide both sides by 40:

x = 4

So the original price of the notebooks was $4.00. To find the new price, we can subtract the decrease in price from the original price:

y = x - 1.60

y = 4 - 1.60

y = 2.40

So the new price of the notebooks is $2.40.

40/100 = 1.60/4

0.4 = 0.4

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An equivalent expression for the total length of fencing is 11y+10 inches.

The whole distance encircling a shape is referred to as its perimeter. It is the length of any two-dimensional geometric shape's boundary or outline. Depending on the size, the perimeter of several figures can be the same.

From the given figure, length of rectangle is (3y+5) inches and breadth is y inches. Sides of equilateral triangle measures y inches.

a) We know that, the perimeter of a rectangle is 2 (Length+Breadth)

= 2(3y+5+y)

= 2(4y+5)

= 8y+10 inches

Perimeter of equilateral triangle is 3×Side

= 3×y

= 3y inches

So, total length = 8y+10+3y inches

b) Equivalent expression is

8y+10+3y

= 11y+10 inches

c) Factors of the expression is 1 and 11y+10.

Therefore, an equivalent expression for the total length of fencing is 11y+10 inches.

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The combined rate of all three workers is 6 fences per 3 hours.

To find out how long it would take for all three painters to paint the fence together, we need to find the combined rate of work for Abel, Baker, and Chuck.

Let's first find the rate of work for each painter individually.

Abel's rate of work is 1/18 of the fence per hour (since he can paint the whole fence in 18 hours).

Baker's rate of work is twice as fast as Abel's, so his rate of work is 2/18 (or 1/9) of the fence per hour.

Chuck's rate of work is three times as fast as Abel's, so his rate of work is 3/18 (or 1/6) of the fence per hour.

Now, to find the combined rate of work for all three painters, we simply add their individual rates of work together:

1/18 + 1/9 + 1/6 = 1/18 + 2/18 + 3/18 = 6/18 = 1/3

This means that together, the three painters can paint 1/3 of the fence per hour.

To find out how long it would take them to paint the whole fence, we simply divide the total amount of work (1 whole fence) by their combined rate of work (1/3 of the fence per hour):

1 ÷ 1/3 = 3

So it would take the three painters 3 hours to paint the whole fence together.

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The values of x are 0.732 and -2.732.

Given function:f(x) = g(x)We need to determine the value of x.For, f(x) = g(x), we have the following equation:f(x) = x^2 + 2x + 1 = 2x + 3g(x) = 2x + 3To solve for x, we can substitute the value of g(x) in the first equation:x^2 + 2x + 1 = g(x)Substituting g(x) = 2x + 3 in the above equation:x^2 + 2x + 1 = 2x + 3x^2 + 2x - 2 = 0x^2 + 2x - 2 = 0Applying the quadratic formula, we get:$$x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}$$Where, a = 1, b = 2, and c = -2Substituting the values in the formula, we get:$$x = \frac{-2 \pm \sqrt{2^2 - 4(1)(-2)}}{2(1)}$$$$x = \frac{-2 \pm \sqrt{12}}{2}$$$$x = -1 \pm \sqrt{3}$$Therefore, the value of x is x = -1 + √3 or x = -1 - √3.To round off the answer to 3 decimal places, we get:x = -1 + 1.732 = 0.732 or x = -1 - 1.732 = -2.732Hence, the values of x are 0.732 and -2.732.

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The equation of a horizontal line that passes through (4,2) in slope intercept form is y = 2.

A horizontal line has a slope of 0, which means that the y-value remains constant while the x-value changes. In slope intercept form, the equation of a line is written as y = mx + b, where m is the slope and b is the y-intercept.

Since the slope of a horizontal line is 0, the equation of a horizontal line can be written as y = 0x + b, or simply y = b. The y-intercept is the value of y when x = 0, which is the same as the y-value of any point on the line.

In this case, the line passes through the point (4,2), so the y-value is 2. Therefore, the equation of the line in slope intercept form is y = 2.

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The length οf οne side οf the square is √17 and the area οf the square is 17 square units.

Cοοrdinate geοmetry is a branch οf mathematics that uses algebraic equatiοns tο describe the relatiοnships between pοints and shapes in a plane. It invοlves using the Cartesian cοοrdinate system tο represent pοints with οrdered pairs οf numbers.

We can start by finding the distance between twο οppοsite vertices οf the square using the distance fοrmula:

d = √[(x2 - x1)² + (y2 - y1)²]

Let's find the distance between the pοints (5, 4) and (1, 5), which are οppοsite vertices οf the square:

d = √[(1 - 5)² + (5 - 4)²] = √[16 + 1] = √17

Sο the length οf οne side οf the square is √17.

Tο find the area οf the square, we can use the fοrmula:

area = side²

Substituting the value οf the side that we fοund abοve, we get:

area = (√17)² = 17

Therefοre, the area οf the square is 17 square units.

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400 children and 600 adults bought tickets to the circus.

Let's call the number of children who bought tickets "C" and the number of adults who bought tickets "A". We can set up two equations to represent the information given in the question:

C + A = 1000 (the total number of people who bought tickets)
15C + 40A = 30000 (the total gate revenue)

We can use the first equation to solve for one of the variables in terms of the other. For example, we can solve for C in terms of A:

C = 1000 - A

Now we can substitute this equation into the second equation to solve for A:

15(1000 - A) + 40A = 30000
15000 - 15A + 40A = 30000
25A = 15000
A = 600

So 600 adults bought tickets. We can use the first equation to find the number of children who bought tickets:

C + 600 = 1000
C = 400

So 400 children bought tickets. Therefore, the answer is that 400 children and 600 adults bought tickets to the circus.

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The matrices A and B are given as:

A = [3/4 0]
[0 3/4]

B = [-4 0]
[0 -4]

2a) Compute AB:

AB = [3/4 0] * [-4 0]
[0 3/4] [0 -4]

= [3/4 * -4 + 0 * 0 3/4 * 0 + 0 * -4]
[0 * -4 + 3/4 * 0 0 * 0 + 3/4 * -4]

= [-3 0]
[0 -3]

2b) Compute BA:

BA = [-4 0] * [3/4 0]
[0 -4] [0 3/4]

= [-4 * 3/4 + 0 * 0 -4 * 0 + 0 * -4]
[0 * 3/4 + -4 * 0 0 * 0 + -4 * 3/4]

= [-3 0]
[0 -3]

2c) How did your answer in part (a) and (b) compare?

The answers in part (a) and (b) are the same. Both AB and BA resulted in the matrix [-3 0] [0 -3].

2d) Will this be true, in general, for any two matrices when you multiply them (assuming their dimensions line up so that they may be multiplied)? If so, explain your reasoning. If not, show an example of two matrices C and D such that CD≠DC.

No, this will not be true in general for any two matrices when you multiply them. The order in which matrices are multiplied matters, and in most cases, AB≠BA. Here is an example of two matrices C and D such that CD≠DC:

C = [1 2]
[3 4]

D = [5 6]
[7 8]

CD = [1 * 5 + 2 * 7 1 * 6 + 2 * 8]
[3 * 5 + 4 * 7 3 * 6 + 4 * 8]

= [19 22]
[43 50]

DC = [5 * 1 + 6 * 3 5 * 2 + 6 * 4]
[7 * 1 + 8 * 3 7 * 2 + 8 * 4]

= [23 34]
[31 50]

As you can see, CD≠DC.

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The statement  "If G is connected with 2 or more nodes, then all nodes must have a degree bigger or equal to 1." is true.

This is because a connected graph is defined as a graph in which there is a path between any two nodes. If a node has a degree of 0, that means it is not connected to any other nodes, and therefore the graph cannot be connected. So, in order for G to be connected, all nodes must have a degree of at least 1.

In conclusion, the answer is true.

A node is a point where several elements are connected.

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1. Completing the conversion of 12 feet 8 inches to inches, Stella who stated that 12 feet 8 inches = 152 inches is correct unlike Vladimir who got 9 inches.

2. Stella and Vladimir need to convert the given measurement into inches.

3. No conversion factor is given for the problem.  However, the conversion factor could be found online or using the mathematical table.

4. Stella's and Vladimir's answers differ because Vladimir failed to convert the feet into inches.

5. Stella's answer is more reasonable, and it is correct because 12 feet equal 144 inches plus 8 inches, giving 152 inches.

6. The final answer should not just be a number without indicating the unit of measurement.

A unit conversion is the mathematical expression of the same property in a different unit of measurement.

For instance, instead of stating distance in kilometers, it can be depicted in miles.  Similarly, instead of reporting time in hours, it can be reported in minutes or seconds.

1 foot = 12 inches

12 feet = 144 inches

12 feet 8 inches = 152 inches (12 x 12 + 8)

Thus, in this situation, the measurement to be converted is feet to inches.

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Answer:

To find the shorter route, we need to calculate the distances for both routes and compare them.

Route through Towns P and Q:

The distance between Town A and Town P is 3 units to the right and 5 units up, so it is √(3² + 5²) = √34 km.

The distance between Town P and Town Q is 2 units to the right, so it is 2 km.

The distance between Town Q and Town B is 4 units to the right and 4 units down, so it is √(4² + 4²) = 4√2 km.

Therefore, the total distance for this route is √34 + 2 + 4√2 km.

Route through Town R:

The distance between Town A and Town R is 5 units to the right and 3 units up, so it is √(5² + 3²) = √34 km.

The distance between Town R and Town B is 5 units to the right and 7 units down, so it is √(5² + 7²) = √74 km.

Therefore, the total distance for this route is √34 + √74 km.

Comparing the distances, we can see that:

√34 + 2 + 4√2 km ≈ 10.2 km

√34 + √74 km ≈ 12.6 km

Therefore, the shorter route is the one that goes through Towns P and Q, which is approximately 10.2 km long.

The solution for each expression is given as follows:

To solve an expression for a variable, we isolate the desired variable applying the inverse operations.

The solution for x of the first expression is obtained as follows:

2x + 5y = 5

2x = 5y - 5

x = 5(y - 1)/2

x = 2.5(y - 1).

The solution for y of the second expression is obtained as follows:

3x - 2y = 9

2y = 3x - 9

2y = 3(x - 3)

y = 3/2(x - 3)

y = 1.5(x - 3).

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not completely sure

3x25=75

answer 75

i think so bye

The given expression evaluates to 366.

The sum of the series is computed using the summation formulas. There are many different kinds of sequences, including arithmetic and geometric sequences, and consequently, there are many different kinds of summing formulas for those different kinds of sequences.

As per the given data:

To find [tex]\sum_{n=2} ^6 n (n^2 -n+1)[/tex]

Simplifying the given expression:

[tex]\sum_{n=2} ^6 n^3 - n^2 + n[/tex]

using the formulas:

[tex]\sum n = \frac{n(n+1)}{2}\\\\\sum n^2 = \frac{n(n+1)(2n+1)}{6}\\\\\sum n^3 = \frac{n^2(n+1)^2}{4}[/tex]

=  [tex][\frac{n^2(n+1)^2}{4} - [\frac{n(n+1)(2n+1)}{6}] + \frac{n(n+1)}{2}]_{n=2} ^ 6[/tex]

substitute the values of limit:

= 371 - 5

= 366

Hence, the given expression evaluates to 366.

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The equation of the line that passes through the point (14,3) and is perpendicular to the given equation is y = x - 11.

To solve the equation 5(y+x)-6(x-y)=-8, we need to use the distributive property and combine like terms.

5(y+x)-6(x-y)=-8

Distribute the 5 and -6:

5y + 5x - 6x + 6y = -8

Combine like terms:

11y - x = -8

Now, we need to find the slope of the line that passes through the point (14,3) and is perpendicular to the given equation.

The slope of the given equation is -1, so the slope of the perpendicular line is the negative reciprocal, which is 1.

Using the point-slope form, we can write the equation of the perpendicular line:

y - 3 = 1(x - 14)

Distribute the 1:

y - 3 = x - 14

Add 3 to both sides:

y = x - 11

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There are 23 students taking exactly 2 subjects.

To find the number of students taking exactly 2 subjects, we can use the formula:

n(A∩B∩C) = n(A) + n(B) + n(C) - 2n(A∩B) - 2n(B∩C) - 2n(C∩A) + 3n(A∩B∩C)

Since we know that no one takes all three subjects, n(A∩B∩C) = 0. We can plug in the values given in the question and solve for n(A∩B), which represents the number of students taking exactly 2 subjects:

0 = 12 + 16 + 18 - 2n(A∩B) - 2(0) - 2(0) + 3(0)

0 = 46 - 2n(A∩B)

2n(A∩B) = 46

n(A∩B) = 23

Therefore, the number of students taking exactly 2 subjects is 23.

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On simplifying ((7)/(8)+(1)/(2))/(2(1)/(4)) the correct answer is 2 3/4.

To solve the problem ((7)/(8)+(1)/(2))/(2(1)/(4)), we can follow these steps:

Step 1: Simplify the expression inside the parentheses in the numerator.
(7/8) + (1/2) = (7/8) + (4/8) = (11/8)

Step 2: Simplify the expression inside the parentheses in the denominator.
2(1/4) = (2/1)(1/4) = (2/4) = (1/2)

Step 3: Divide the simplified numerator by the simplified denominator.
(11/8) ÷ (1/2) = (11/8) × (2/1) = (22/8) = (11/4)

Step 4: Simplifying the final expression, if possible.
(11/4) = 2 3/4

Therefore, the correct answer is 2 3/4.

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A) To graph the constraints of the problem, we need to rearrange each constraint into slope-intercept form (y = mx + b) and plot them on a graph.

For the first constraint, 4x1+6x2 <= 22, we can rearrange it as follows:

6x2 <= -4x1 + 22

x2 <= (-2/3)x1 + (22/6)

For the second constraint, 1x1+5x2 <= 15, we can rearrange it as follows:

5x2 <= -1x1 + 15

x2 <= (-1/5)x1 + (15/5)

For the third constraint, 2x1+1x2 <= 9, we can rearrange it as follows:

1x2 <= -2x1 + 9

x2 <= (-2)x1 + 9

We can now plot these constraints on a graph with x1 on the x-axis and x2 on the y-axis.

B) To solve the LP relaxation of this problem, we can use the simplex method. The objective function is Max 1x1+1x2. The constraints are 4x1+6x2 <= 22, 1x1+5x2 <= 15, 2x1+1x2 <= 9, x1 >= 0, and x2 >= 0.

Using the simplex method, we can find that the optimal solution is x1 = 3 and x2 = 2, with an objective function value of 5.

C) To find the optimal integer solution, we can use the branch and bound method. We start with the LP relaxation solution of x1 = 3 and x2 = 2. Since this is already an integer solution, it is the optimal integer solution. The objective function value is 5.

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The standard deviation of Y is 0.49.

Let's assume that D=20 (the last two digits of your student ID). Therefore, there are 20 defective motherboards in a package of 100 motherboards.

The Probability Mass Function (PMF) of Y is given by:
P(Y=0) = (80/100)*(79/99)

=> 0.64
P(Y=1) = (20/100)*(80/99) + (80/100)*(20/99)

=> 0.32
P(Y=2) = (20/100)*(19/99)

=> 0.04

The Cumulative Distribution Function (CDF) of Y is given by:
P(Y<=0) = P(Y=0)

=> 0.64
P(Y<=1) = P(Y=0) + P(Y=1)

=> 0.64 + 0.32

=> 0.96
P(Y<=2) = P(Y=0) + P(Y=1) + P(Y=2)

=> 0.64 + 0.32 + 0.04

=> 1

The mean of Y is given by:
E(Y) = 0*P(Y=0) + 1*P(Y=1) + 2*P(Y=2)

=> 0 x 0.64 + 1 x 0.32 + 2 x 0.04

= 0.4

The standard deviation of Y is given by:
Var(Y) = SD(Y)

=> [tex]\sqrt{(Var(Y))[/tex]

=>[tex]\sqrt{(0.24)[/tex]

=> 0.49

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The expression that is equivalent to m + m + m + m that is the product of a coefficient and a variable is 4m, where 4 is the coefficient and m is the variable.

What are algebraic expressions?

An algebraic expression is a mathematical phrase that contains one or more variables, numbers, and arithmetic operations (such as addition, subtraction, multiplication, and division). It can also include exponents, roots, and other mathematical symbols.

Algebraic expressions are used to represent mathematical relationships and to solve problems in various areas of mathematics, science, and engineering. Examples of algebraic expressions include 3x + 5, 2y - 7, and 4x² - 3xy + 2.

A. The expression that is equivalent to m + m + m + m that is the product of a coefficient and a variable is 4m, where 4 is the coefficient and m is the variable.

B. The expression that is equivalent to m + m + m + m that is the sum of two terms is 2m + 2m, where 2m is one term and the other term is also 2m.

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slope = -1/5

used slope forumula

The points (1, 1) and (2, 2) have been used to graph the inequality as shown in the image attached below.

The boundary line is dashed.

The boundary line is shaded below.

In Mathematics, there are two (2) main rules that are generally used for writing and interpreting an inequality or system of inequalities that are plotted on a graph and these include the following:

Additionally, the point (2, 2) and point (1, 1) are not solutions to the given inequality y < 1/4(x) + 1 because the lie below the boundary line

y < 1/4(x) + 1

2 < 1/4(2) + 1

2 < 3/2 (False)

y < 1/4(x) + 1

1 < 1/4(1) + 1

2 < 5/4 (False)

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The correct coordinates for N' after a 180° rotation about the origin are (-3, -4).

Ari's likely error was that they incorrectly flipped the signs of the coordinates independently.

It should be noted that to rotate a point 180° about the origin, we need to flip the sign of both coordinates of the point. Therefore, the correct coordinates for N' after a 180° rotation about the origin are (-3, -4), not (-4, 3) as Ari claimed.

Ari's likely error was that they incorrectly flipped the signs of the coordinates independently, rather than flipping both signs together. This mistake could have arisen from a misunderstanding of the geometric concept of rotation or a simple arithmetic error.

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Answer:

-8=x

Step-by-step explanation:

-6=x+2

take away 2 from each side

-8= x

Answer:

x = -8

Step-by-step explanation:

To solve for x in equation 3(x - 2) = 4x + 2, we need to simplify the expression on the left side of the equation by using the distributive property. This gives:

3x - 6 = 4x + 2

Next, we need to isolate the variable x on one side of the equation. We can do this by adding 6 to both sides of the equation:

3x - 6 + 6 = 4x + 2 + 6

Simplifying this expression, we get:

3x = 4x + 8

Now, we need to isolate x again by subtracting 4x from both sides:

3x - 4x = 4x + 8 - 4x

Simplifying this expression gives:

-x = 8

Finally, we solve for x by multiplying both sides of the equation by -1:

x = -8

Therefore, the solution to the equation 3(x-2) = 4x + 2 is x = -8.

Answer:

53

Step-by-step explanation:

becuas eyou divide it all togtheir and then subtract 42 from 83 and you ga the anwer