The mode of the number of push-ups is 40.
What is the mode of the number of push-ups shown in the stem-and-leaf plot for a Physical Education class?A stem-and-leaf plot is a way of organizing data where the stems (the tens digit) and leaves (the ones digit) are separated. Each row represents a stem and the leaves represent the values that belong to that stem.
Here's the stem-and-leaf plot for the number of push-ups:
3 | 5 6 8
4 | 0 0 1 2 2 3 5 6 8 9
5 | 0 1 3 4 5 5 7 8 9
6 | 0 1 2 2 3 4 5 7 8 9
7 | 0 2 5 8
8 | 1 2 4
9 | 0
To find the mode, we look for the value that appears most frequently. In this case, the number 40 appears three times, which is more than any other value. Therefore, the mode of the number of push-ups is 40.
Note that the stem-and-leaf plot makes it easy to see the distribution of the data. For example, we can see that there are a lot of values between 40 and 49, and relatively few values above 60.
We can also see that there are no values between 90 and 99.
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PLEASE HELP!!! worth a lot of Points !
The table shows the average cost of gasoline in the United States in dollars per gallon for the given years.
Year
1995 1996 2000 2001 2005 2006 2010 2011 2013 2014
Price per gallon ($) ( 1. 13) (1. 14) (1. 33) (1. 49) (1. 88) (2. 36) (2. 77) (3. 15) (3. 39) (3. 40)
(a) Write the least squares regression equation that models the data. Let x = time in years since
1995 and let y = price per gallon.
(b) Use the equation to estimate the price per gallon in 2030. Show your Work
(a) The least squares regression equation that models the data is: y = 0.091x + 1.125, where x is the time in years since 1995 and y is the price per gallon.
(b) To estimate the price per gallon in 2030, we need to find the value of y when x = 35 (2030 - 1995). Substituting x = 35 in the equation, we get: y = 0.091(35) + 1.125 = 4.22 dollars per gallon. Therefore, the estimated price per gallon in 2030 is 4.22 dollars.
(a) The least squares regression equation is used to model the relationship between two variables, in this case, time and gasoline price. It calculates the line that best fits the data points and can be used to estimate the value of the dependent variable (gasoline price) for any given value of the independent variable (time).
(b) To estimate the price per gallon in 2030, we simply need to substitute the value of x = 35 in the equation and solve for y. The equation shows that the price per gallon increases by 9.1 cents every year since 1995.
However, this is just an estimate based on the data available, and other factors such as changes in supply and demand, government policies, and global events can also influence gasoline prices in the future.
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PLEASE HELP ME ASAP
Can you please make a copy and put dots in eachone that goes where its supposed to go
Answer:
1
1
1
2
2
2
2
Step-by-step explanation:
The length of one diagonal of a rhombus is a geometric mean of the length of the other diagonal and the length of the side. Find angle measures of a rhombus
The angle measure of the rhombus with one diagonal of a rhombus is a geometric mean of the length of the other diagonal are measured to be 75.5° .
Let d₁ and d₂ be the lengths of the diagonals of the rhombus and s as the side length. We have,
d₁ = s√2 (since the diagonal is the hypotenuse of a right triangle formed by two sides of length s)
d₁ = √d₂s
Combining these two equations, we get,
s√2 = √d₂s
Squaring both sides, we get,
2s² = d₂
Since the diagonals of a rhombus are perpendicular bisectors of each other, we have,
cosθ = (1/2) (where θ is one of the acute angles of the rhombus)
Using the law of cosines with sides s and d₂/2, we have,
(s² + (d₂/2)² - 2sd₂/2cosθ) = s²
Simplifying, we get,
d₂ = 4s cosθ
Substituting this expression for d₂ in 2s² = d₂, we get,
2s² = 4scosθ
Dividing both sides by 2s and simplifying, we get,
s = 2cosθ
Therefore, the angle measures of the rhombus are,
θ = arccos(s/2)
= arccos(cosθ/2)
= arccos(1/4)
= 75.5°
And the other acute angle has the same measure.
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The enrollment of students at a school is decreasing at a constant rate of 5 % per year what percent remains after one year
Answer: depends but just subtract 5 from the original rate
Step-by-step explanation:
example
100 to 95 to 90 to 85 to 80 and etc.
Find the following limit. Is the function continuous at the point being approached? lim sec (ysec²y- tan²y-1) y→ 1 lim sec (y sec²y-tan ²y-1)- (Simplify your answer.) y→ 1
The limit of sec(y sec²y - tan²y - 1) as y approaches 1 is undefined. The function is not continuous at the point being approached.
Explanation: To evaluate the limit, we can first simplify the expression inside the secant function using the trigonometric identity:sec²θ - tan²θ = 1/cos²θ - sin²θ/cos²θ = (1 - sin²θ)/cos²θ = cos²θ / cos²θ = 1Substituting this expression back into the limit, we get:lim sec(y sec²y - tan²y - 1)y→1= lim sec(y - 1)y→1As y approaches 1, the argument of the secant function approaches 0, which means that the secant function approaches infinity. Therefore, the limit is undefined.Since the limit is not defined, the function is not continuous at the point being approached. A function is continuous at a point if and only if the limit of the function as x approaches that point exists and is equal to the value of the function at that point. In this case, since the limit does not exist, the function is not continuous at y = 1.
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Directions: Write an equation for the circle shown on the graph in standard form. 15.
Answer: x(squared) + (y + 2)(squared) = 36
Step-by-step explanation:
The center of the circle is at (0 , -2), so we will eliminate the x value by just writing x(squared), and then we will write the y value as (y + 2)(squared) because the standard form for a circle is
(x - h)(squared) + (y + 2)(squared) = r(squared)
And if we count from the center to the top point of the circle, the number would be 6, so we would square 6 which would be 36.
4. Use a graphing calculator to determine the linear, quadratic, or exponential equation that best represents the d
integer. For exponential, round a to the nearest integer and b to the nearest tenth.
Day Snow Depth (inches)
1
47
234567
Oy=-88e0.5x
Oy=88e 0.5%
Oy 47e 5
Sa
Oy=-47e
29
20
10
7
5
1.5
Triangle A′B′C′ is a dilation of triangle ABC about point P with a scale factor of 1/2. Is the dilation a reduction or an enlargement? reduction enlargement
Triangle A′B′C′ is a dilation of triangle ABC about point P with a scale factor of 1/2. The dilation is a reduction.
A dilation is a transformation that changes the size of a figure, but not its shape. It can be either an enlargement or a reduction depending on the value of the scale factor.
If the scale factor is greater than 1, then the image will be larger than the original figure. This is called an enlargement.
If the scale factor is between 0 and 1, then the image will be smaller than the original figure. This is called a reduction.
In this case, the scale factor is 1/2, which is less than 1. Therefore, the image of triangle ABC is smaller than the original triangle, and the dilation is a reduction.
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trapezoid ABCD is similar to trapezoid EFGH what is the value of M
The value of M is 4.
The value of M represents the length of the segment that connects the midpoints of the non-parallel sides of trapezoid ABCD. To find the value of M, we can use the fact that the trapezoids are similar.
Now, let's label the points where MN intersects sides BC and FG as P and Q, respectively. We can use the fact that MN is parallel to sides BC and FG to show that triangles BMP and FQN are similar to trapezoids ABCD and EFGH, respectively.
Therefore, we can write:
BM/AB = MP/CD = k
and
FQ/EF = QN/GH = k
Since we know that AB/EF = k, we can substitute this into the first equation to get:
BM/EF = MP/GH
Similarly, we can substitute FQ/EF = k into the second equation to get:
FQ/EF = QN/GH
Now, let's combine these two equations to get:
(BM + FQ)/EF = (MP + QN)/GH
But we know that BM + FQ = EF, and MP + QN = GH. Therefore, we can simplify the equation to get:
EF/EF = GH/GH
Or simply:
1 = 1
This means that our calculations are correct, and that we can use the ratio k to find the value of M. Specifically, since MN is parallel to AB and CD, we know that the length of MN is equal to half the difference between the lengths of AB and CD. Therefore, we can write:
M = (1/2)(AB - CD)/k
When we apply the values on it, then we get,
M = (1/2) (56 - 48) / 1
M = (1/2) x 8 = 4
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Is there a relationship between the raises administrators at State University receive and their performance on the job? A faculty group wants to determine whether job rating (x) is a useful linear predictor of raise (y). Consequently, the group considered the straight-line regression model, (y) hat = (b) with subscript (1)x+ (b) with subscript (0). Using the method of least-squares regression, the faculty group obtained the following prediction equation, (y) hat=2,000x+ 14,000.
Interpret the estimated y-intercept of the line.
A)There is no practical interpretation, since rating of 0 is not likely and outside the range of the sample data.
B)For an administrator who receives a rating of zero, we estimate his or her raise to be $14,000.
C) The base administrator raise at State University is $14,000.
D) For a 1-point increase in an administrator's rating, we estimate the administrator's raise to increase $14,000
Yes, there is a relationship like a straight line between the raises administrators at State University receive and their performance on the job
The estimated y-intercept of the line in the given straight-line regression model is $14,000.The interpretation of this value is that for an administrator who receives a rating of zero, we estimate his or her raise to be $14,000. This value represents the base raise amount for the administrators at State University, regardless of their job performance rating.To obtain this interpretation, we consider the equation of the regression line, which relates the predicted raise amount (y hat) to the job performance rating (x). The y-intercept term in this equation is the value of y hat when x equals zero. Therefore, the estimated y-intercept of $14,000 represents the predicted raise amount for an administrator whose job performance rating is zero, which corresponds to the base raise amount at State University.
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In an isosceles triangle, the measure of a base angle is 65. Find the number of degrees in the measure of the vertex angle
The number of degrees in the measure of the vertex angle is 50 degrees.
An isosceles triangle has two equal sides and two equal base angles. In your question, the measure of a base angle is 65 degrees. To find the measure of the vertex angle, we'll use the fact that the sum of angles in any triangle is always 180 degrees.
Since both base angles are equal, their combined measure is 2 * 65 = 130 degrees. Now, we subtract the sum of the base angles from the total angle measure of the triangle:
180 degrees (total angle measure) - 130 degrees (sum of base angles) = 50 degrees.
So, the measure of the vertex angle in the isosceles triangle is 50 degrees. In summary, when given the measure of a base angle in an isosceles triangle, we can use the triangle's angle sum property to find the measure of the vertex angle.
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Patty and Carol leave their homes in different cities and drive toward each other on the same highway.
• They start driving at the same time.
• The distance between the cities where they live is 300 miles.
• Patty drives an average of 70 miles per hour.
. Carol drives an average of 50 miles per hour.
Enter an equation that can be used to find the number of hours, t, it takes until Patty and Carol are at the same
location.
The equation to find the number of hours, t, until Patty and Carol are at the same location is: 70t + 50t = 300.
1. Patty and Carol start driving at the same time, towards each other on the same highway.
2. The distance between their cities is 300 miles.
3. Patty drives at an average speed of 70 mph, so in t hours she covers 70t miles.
4. Carol drives at an average speed of 50 mph, so in t hours she covers 50t miles.
5. As they drive towards each other, the sum of the distances they cover should equal the total distance between their cities.
6. Therefore, combining the distances covered by Patty and Carol, we get: 70t (Patty's distance) + 50t (Carol's distance) = 300 (total distance).
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I'm board so before this gets reported what's your fav show(s) on netflix
Mine is:
Lucifer
On my block
First few seasons of flash
down 9 units and left 2 units what coordinates would you end up at? What quadrant would you be in?
So, depending on the original coordinates, moving down 9 units and left 2 units will end up in either the third or fourth quadrant of the coordinate plane.
What is coordinate?A coordinate is a set of values that specifies the position of a point or an object in a geometric space. In a two-dimensional space, such as the Cartesian plane, a coordinate is typically represented by a pair of numbers (x, y), where x represents the horizontal position (or abscissa) of the point and y represents the vertical position (or ordinate) of the point.
Here,
Starting from an arbitrary point (x, y), if we move down 9 units and left 2 units, we will end up at the point with coordinates (x - 2, y - 9). The new x-coordinate is obtained by subtracting 2 from the original x-coordinate, since we moved 2 units to the left. The new y-coordinate is obtained by subtracting 9 from the original y-coordinate, since we moved 9 units down.
The quadrant we end up in depends on the original coordinates (x, y) and the direction of the movement. If we start in the first quadrant (x > 0, y > 0) and move down and left, we will end up in the third quadrant (x < 0, y < 0).
If we start in the second quadrant (x < 0, y > 0) and move down and left, we will also end up in the third quadrant (x < 0, y < 0).
If we start in the third quadrant (x < 0, y < 0) and move down and left, we will end up in the fourth quadrant (x > 0, y < 0).
If we start in the fourth quadrant (x > 0, y < 0) and move down and left, we will still end up in the fourth quadrant (x > 0, y < 0).
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Unoccupied seats on flights cause airlines to lose revenue. Suppose a large airline wants to estimate its average number of unoccupied seats per flight over the past year. To accomplish this, the records of 300 flights are randomly selected and the number of unoccupied seats is noted for each of the sampled flights. The sample mean is 11. 3 seats and the sample standard deviation is 4. 3 seats.
Required:
Construct a 92% confidence interval for the population mean number of unoccupied seats per flight
If a large airline wants to estimate its average number of unoccupied seats per flight over the past year Then a 92% confidence interval for the population mean number of unoccupied seats per flight is (10.334, 12.266) seats.
To construct a confidence interval for the population mean number of unoccupied seats per flight, we will use the following formula CI = X ± z*(σ/√n)
Where:
X = sample mean = 11.3 seats
σ = sample standard deviation = 4.3 seats
n = sample size = 300
z = z-score corresponding to the desired confidence level of 92%, which we can look up in a standard normal distribution table or use a calculator. For a 92% confidence level, the z-score is 1.75.
Plugging in the values, we get:
CI = 11.3 ± 1.75*(4.3/√300)
CI = 11.3 ± 0.966
Therefore, the 92% confidence interval for the population mean number of unoccupied seats per flight is (10.334, 12.266) seats. This means we can be 92% confident that the true population means a number of unoccupied seats per flight falls within this interval.
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The quantity of a substance can be modeled by the function R(t) that satisfies the differential equation dR/dt= -1/5(R – 20). One point on this function is R(2) = 35. Based on this model, use a linear approximation to the graph of Rat t = 2 to estimate the quantity of the substance at t 1.9. \
The estimated quantity of the substance at t = 1.9 is approximately 35.3 units.
To estimate the quantity of the substance at t = 1.9 using linear approximation, we can use the formula:
ΔR ≈ dR/dt * Δt
Given the point R(2) = 35 and the differential equation dR/dt = -1/5(R – 20), we can first find the value of dR/dt at t = 2.
dR/dt(2) = -1/5(R(2) – 20) = -1/5(35 – 20) = -1/5(15) = -3
Now, we can calculate Δt, which is the difference between the given t-value (2) and the desired t-value (1.9):
Δt = 1.9 - 2 = -0.1
Next, we can calculate ΔR using the linear approximation formula:
ΔR ≈ dR/dt * Δt ≈ -3 * (-0.1) = 0.3
Finally, we can estimate the quantity of the substance at t = 1.9 by adding ΔR to the given value of R(2):
R(1.9) ≈ R(2) + ΔR ≈ 35 + 0.3 = 35.3
Therefore, the estimated quantity of the substance at t = 1.9 is approximately 35.3 units.
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Two water balloons were launched into the air at different moments and collided. The water balloons were modeled by the quadratic functions: y = −7x2 + 26x + 3 and y = −6x2 + 23x + 5, where y represents the height in meters and x represents the time in seconds after the launch. What is the time, in seconds, that the balloons collided at the highest point?
The height at x = 2 seconds is greater (25 meters), the balloons collided at the highest point at 2 seconds. We can use quadratic functions to solve this.
To find the time in seconds that the balloons collided at the highest point, we will first find the points where the balloons have the same height (y) by setting the two quadratic functions equal to each other:
-7x² + 26x + 3 = -6x² + 23x + 5
Next, we will solve for x:
x² - 3x - 2 = 0
Now, factor the quadratic equation:
(x - 2)(x - 1) = 0
The solutions for x are 1 and 2 seconds. To find the highest point of collision, we need to determine which of these times results in a greater height. Plug each value of x into one of the original equations and compare the y values:
For x = 1:
y = -7(1)² + 26(1) + 3 = 22
For x = 2:
y = -7(2)² + 26(2) + 3 = 25
The balloons collided at the highest point at 2 seconds.
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Mrs. Thomas has two rolls of garden edging that are each 96 inches long.
She wants to make two new flower beds in her back yard. Each flower bed
will be bordered by one roll of the edging. One flower bed will be in the
shape of a quadrilateral. The other will be in the shape of a triangle.
Mrs. Thomas decides to make a scale drawing of each flower bed using a
scale of 1 centimeter = 5 inches. What will be the total length of each roll
of edging in her scale drawings?
The total length of each roll of edging in Mrs. Thomas's scale drawings will be 19.2 cm.
How to find the total length ?To find the total length of each roll of edging in her scale drawings, we need to convert the length from inches to centimeters using the given scale.
To convert the length to centimeters:
( Length in cm ) / ( Length in inches ) = ( 1 cm ) / ( 5 inches )
x / 96 inches = 1 cm / 5 inches
x 5 inches = 96 inches x 1 cm
5x = 96 cm
x = 96 cm / 5
x = 19.2 cm
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The length of one diagonal in a rhombus is 26. 4 cm and the area of the rhombus is 204. 6 cm squared. How long is the second diagonal?
A rhombus with a diagonal of 26.4 cm and an area of 204.6 square cm has another diagonal of length 15.5 cm
Rhombus is a 2-Dimensional shape. It is a quadrilateral. It is a specialized form of a parallelogram. All sides of a rhombus are equal in length.
Similar to a parallelogram, it has opposite sides parallel to each other and opposite angles of equal magnitude.
The area of a rhombus is expressed as half of the product of diagonals.
A = 0.5pq
A is the area
p is the length of one diagonal
q is the length of another diagonal
A = 204.6 square cm
p = 26.4 cm
204.6 = 0.5 * 26.4 * q
q = 15.5 cm
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The rectangular model is made up of squares each square is a equal size what percent of the model shaded
The percentage of the model is shaded is 45% if the total number of square is 80 option (H) is correct.
What is the percentage?It is defined as the ratio of two numbers expressed in the fraction of 100 parts. It is the measure to compare two data, the % sign is used to express the percentage.
Total No. of squares = 10×8 = 80
Total No. of squares shaded = 36
Percentage of the model is shaded = (36/80)×100
= 0.45×100
= 45%
Thus, the percentage of the model is shaded is 45% if the total number of square is 80 option (H) is correct.
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Full Question:
Although part of your question is missing, you might be referring to this full question:
See attached image.
Use logarithmic differentiation to find the derivative of the function y= x²/x y'(x)= 2 + 1 In x) x²
To use logarithmic differentiation to find the derivative of the function y = x²/x, we first take the natural logarithm of both sides:
ln(y) = ln(x²/x)
Using the properties of logarithms, we can simplify this to:
ln(y) = 2 ln(x) - ln(x)
Now we differentiate both sides with respect to x using the chain rule:
1/y * y' = 2/x - 1/x
Simplifying this expression, we get:
y' = y * (2/x - 1/x²)
Substituting back in the original expression for y, we have:
y' = x²/x * (2/x - 1/x²)
Simplifying further, we get: y' = 2x - 1/x
Therefore, the derivative of the function y = x²/x using logarithmic differentiation is y' = 2x - 1/x.
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HELP
I need all the help to figure this annoying thing out
Answer:
x = 30 , y = 54
Step-by-step explanation:
the figure is a trapezium
each lower base angle is supplementary to the upper base angle on the same side, then
4x + y + 6 = 180 ( subtract 6 from both sides )
4x + y = 174 ( subtract 4x from both sides )
y = 174 - 4x → (1)
and
2x + 12 + 2y = 180 → (2)
substitute y = 174 - 4x into (2)
2x + 12 + 2(174 - 4x) = 180
2x + 12 + 348 - 8x = 180
- 6x + 360 = 180 ( subtract 360 from both sides )
- 6x = - 180 ( divide both sides by - 6 )
x = 30
substitute x = 30 into (1)
y = 174 - 4(30) = 174 - 120 = 54
thus x = 30 and y = 54
Does anyone know how to finish the coding section on lesson 4 unit 7 parameter and return investigate for 2 and 3? (code. org) (number crunch)
In the coding section of Lesson 4, Unit 7 on Code.org, you will be working with parameters and return statements to create a Number Crunch function for 2 and 3. To complete this task, follow these steps:
1. Define a function called 'numberCrunch' that takes two parameters: 'num1' and 'num2'.
2. Inside the function, perform the desired calculations using 'num1' and 'num2' (e.g., addition, multiplication, etc.).
3. Use a return statement to return the result of the calculation.
4. Call the 'numberCrunch' function with the values 2 and 3 as arguments, and store the result in a variable (e.g., 'result').
5. Display the result using a console.log or any other preferred method.
Here's an example using addition as the operation:
```javascript
function numberCrunch(num1, num2) {
return num1 + num2;
}
var result = numberCrunch(2, 3);
console.log(result);
```
Modify the code according to the specific requirements of the lesson and the desired operation.
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Find the Zeros of each quadratic equation below by graphing
bro idrk but I think
Answer: The correct option is
(A) {-1, -5}.
Step-by-step explanation: We are given to find the zeroes of the quadratic function graphed in the figure shown.
We know that
the zeroes of a quadratic function f(x) are the value of x for which f(x) is equal to zero.
That is, the points on the graph where the curve crosses the X-axis.
From the graph, we note that the curve of the function crosses the X-axis at the points x = 1 and x = -5.
Therefore, the zeroes of the given function are x = -1 an x = -5.
Thus, option (A) is CORRECT.
22. Your choir is taking a trip. The trip has an initial cost of $500, plus $150 for
each student.
a. Estimate how many students must go on the trip for the average cost
per student to fall to $175.
b. What happens to the average cost as more students go on the trip?
a. There would be at least 20 students must go on the trip for the average cost per student to fall to $175.
b. As more students go on the trip, the total cost of the trip increases, but the cost per student decreases.
a. To find out how many students must go on the trip for the average cost per student to fall to $175, we can use the formula:
Total Cost = $500 + $150 x Number of Students
Average Cost per Student = Total Cost / Number of Students
Setting the average cost per student to $175 and solving for the number of students, we get:
$175 = ($500 + $150 x Number of Students) / Number of Students
Multiplying both sides by Number of Students, we get:
$175 x Number of Students = $500 + $150 x Number of Students
Simplifying, we get:
$25 x Number of Students = $500
Number of Students = $500 / $25 = 20
Therefore, at least 20 students must go on the trip for the average cost per student to fall to $175.
b. As more students go on the trip, the total cost of the trip increases, but the cost per student decreases. This is because the fixed cost of $500 is spread over more students, making the cost per student lower. So, as more students go on the trip, the average cost per student will continue to decrease.
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A shipping company must design a closed rectangular shipping crate with a square base. The volume is 12288ft3. The material for the top and sides costs $2 per square foot and the material for the bottom costs $10 per square foot. Find the dimensions of the crate that will minimize the total cost of material.
Optimize crate cost by expressing material cost in terms of x and y, calculating cost of all four sides, and finding minimum cost. Optimal dimensions: x = 16 ft, y = 48 ft. Minimum cost: $8704.
To find the dimensions of the crate that will minimize the total cost of material, we need to use optimization techniques, we need to express the cost of materials in terms of x and y then calculate the cost of all four sides, then find the minimum cost.
Let's start by defining the variables we need to work with:
Let x be the length of one side of the square base (in feet), Let y be the height of the crate (in feet).
From the given volume, we know that:
V = x^2 * y = 12288 ft^3
We can use this equation to solve for one of the variables in terms of the other:
y = 12288 / (x^2)
Now we need to express the cost of materials in terms of x and y.
The area of the bottom is x^2, so the cost of the bottom is:
[tex]C_b = 10 * x^2[/tex]
The area of each side is x * y, and there are four sides, so the cost of the sides is:
[tex]C_s = 4 * 2 * x * y = 8xy[/tex]
The area of the top is also x^2, so the cost of the top is:
[tex]C_t = 2 * x^2[/tex]
The total cost of materials is the sum of these three costs:
[tex]C = C_b + C_s + C_t = 10x^2 + 8xy + 2x^2[/tex]
Now we can substitute y = 12288 / (x^2) into this equation:
[tex]C = 10x^2 + 8x * (12288 / x^2) + 2x^2[/tex]
Simplifying this expression, we get:
[tex]C = 12x^2 + 98304 / x[/tex]
To find the minimum cost, we need to find the value of x that minimizes this expression. We can do this by taking the derivative of C with respect to x and setting it equal to zero:
C' = 24x - 98304 / x^2 = 0
Solving for x, we get:
x = 16 ft
Now we can use this value of x to find y:
y = 12288 / (16^2) = 48 ft
Therefore, the dimensions of the crate that will minimize the total cost of material are:
- Length of one side of the square base = x = 16 ft
- Height of the crate = y = 48 ft
To check that this is indeed the minimum cost, we can plug these values back into the expression for C and calculate the cost:
C = 10 * 16^2 + 8 * 16 * 48 + 2 * 16^2 = 8704
Therefore, the minimum cost of material for the crate is $8704.
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The area of the shaded region under the curve of a function f(x) = ax + b on the interval [ 0, 4 ] is 16 square units.
The area of the given region under the curve of a function f(x) = ax + b on the interval [0, 4] is 16 square units. So, all the options satisfy the value of a and b except (7, -9).
How to find the area of a region?The area of the given region under the curve of a function f(x) = ax + b on the interval [0, 4] is 16 square units.
f(x) is a linear function, the area under the curve on the interval [0,4] is a trapezoid with a height of 4 and bases of lengths f(0) and f(4).
The area of a trapezoid is the height times the average of the bases.
a. f(x)=-2x+8 f(0)=8, f(4)=0;
area = 4(8/2) = 16
b. f(x)=x+2; f(0)=2, f(4)=6;
area = 4(8/2) = 16
c. f(x)=3x-2; f(0)=-2, f(4)=10;
area = 4(8/2) = 16
d. f(x)=5x-6; f(0)=-6, f(4)=14;
area = 4(8/2) = 16
e. f(x)=7x-9; f(0)=-9, f(4)=19;
area = 4(10/2) = 20
Thus, The area is NOT 16 for choice e.
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Question 15
Find the area of the quadrilateral with the vertices A (-8, 6), B(-5, 8), C (-2, 6), and D (-5,0).
units²
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The area of the quadrilateral can be found by dividing it into two triangles and finding the sum of their areas. The line connecting points B and D divides the quadrilateral into two triangles ABD and BCD. The area of triangle ABD is 1/2 * base * height = 1/2 * 6 * 6 = 18 square units. The area of triangle BCD is 1/2 * base * height = 1/2 * 3 * 8 = 12 square units. Therefore, the area of the quadrilateral is 18 + 12 = 30 square units.
In the diagram below, quadrilateral HIJK is inscribed in circle L. Solve for x and y.
The values of the variables x and y area 42 and 12 respectively
How to determine the valuesWe can see that the quadrilateral that is inscribed in the circle is a parallelogram.
The properties of a parallelogram includes;
The opposite sides of a parallelogram are equalThe opposite angles of a parallelogram are equalThere are adjacent and non- adjacent anglesThen, from the information given, we have that;
x + 35 = 77
Now. collect the like terms, we get;
x = 77 - 35
subtract the values, we have;
x = 42
Also,
4y + 46 = 94
collect the like terms
4y = 94 - 46
4y = 48
Divide by the coefficient of y, we have;
y = 12
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find the area of the circle
with steps pls
x = 3/8.
Starting from the left side of the equation:
2(x+1) - 3(x-2) = 7x + 5
Simplify the expressions in parentheses:
2x + 2 - 3x + 6 = 7x + 5
Combine like terms:
x + 8 = 7x + 5
Subtract 7x from both sides:
-8x + 8 = 5
Subtract 8 from both sides:
-8x = -3
Divide both sides by -8:
x = 3/8
Therefore, the solution to the equation is x = 3/8.
Answer: M=3
Step-by-step explanation:
Given:
tangent =4cm
secant outside of circle = 2 cm
Find:
M is secant inside of circle
Theorem:
Tangent-Secant Theorem => tangent² =(secant outside)(full secant)
Solution and Set up:
4²=(2)(2+M) >Set up from theorem, square 4 and distribute
16=4+4M >subtract 4 from both sides
12 = 4M >divide both sides by 4
M=3