Step-by-step explanation:
A + B = 437
A - B = 415 (for that sequence it is important to know that A is larger than B).
A = 415 + B
that we use now in the first equation :
415 + B + B = 437
2B = 22
B = 11
A = 415 + B = 415 + 11 = 426 tons
B = 11 tons
helloo!! i need help figuring out the like terms in this list. thanks! :)
The like terms on the list are given as follows:
[tex]\sqrt{2}, -3\sqrt{2}, 5\sqrt{2}, \sqrt{50}[/tex]
What are like terms?Like terms are terms that share these two features:
Same letters. (algebraic variables).Same exponents.If two terms are like terms, then they can be either added or subtracted.
In the case the terms are roots, they have the same root.
The square root of 50 is given as follows:
[tex]\sqrt{50} = \sqrt{2 \times 25} = 5\sqrt{2}[/tex]
Hence the like terms are given as follows:
[tex]\sqrt{2}, -3\sqrt{2}, 5\sqrt{2}, \sqrt{50}[/tex]
There are no terms with 3 or 5 on the root, hence the other two terms have no like terms.
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10. The second term of an arithmetic sequence is az = 24. The common difference
is d = -3. Find the first term of the sequence.
The first term of the arithmetic sequence is 27.
What is Arithmetic Sequence?Arithmetic sequence is a sequence of numbers where the numbers are arranged ion a definite order such that the difference of two consecutive numbers is a constant. This constant of difference is called common difference which is commonly denoted by the letter 'd'.
Given that,
Second term of arithmetic sequence, a₂ = 24
Common difference, d = -3
Now, common difference is the difference of the two consecutive terms.
a₂ - a₁ = d
24 - a₁ = -3
-a₁ = -3 - 24
-a₁ = -27
a₁ = 27
Hence the first term is 27 for the sequence.
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Isla’s university English teacher Mr. McTuffie has told her she will have 27 assignments this semester. Isla has discovered that she needs to spend 2.5 hours on each assignment. She has a 5 hour limit per day
How many hours will Isla spend on her English assignments?
How many days will Isla take to complete her assignments?
How many weeks will it take Isla to complete her assignments
PLEASE HELP
The number of weeks it will take Isla to complete her assignments is 2.
What is the unitary method?The unitary method is a method for solving a problem by the first value of a single unit and then finding the value by multiplying the single value. Unitary method is a technique by which we find the value of a single unit from the value of multiple devices and the value of more than one unit from the value of a single unit. It is a method that we use for most of the calculations in math.
We are given that;
Number of assignments=27
Time needed by isla=2.5 hrs
hour limit per day=5
Now,
To find out how many hours Isla will spend on her English assignments, we can multiply the number of assignments by the time it takes her to complete each assignment:
27 assignments * 2.5 hours per assignment = 67.5 hours
So Isla will spend a total of 67.5 hours on her English assignments.
To find out how many days it will take Isla to complete her assignments, we need to divide the total number of hours by the number of hours she can work per day:
67.5 hours / 5 hours per day = 13.5 days
Since Isla cannot complete a fraction of a day, she will need to round up to 14 days. So it will take Isla 14 days to complete her assignments.
To find out how many weeks it will take Isla to complete her assignments, we need to divide the total number of days by the number of days per week. Assuming a standard 7-day week, we have:
14 days / 7 days per week = 2 weeks
Therefore, by unitary method the answer will be 2 weeks.
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How many rational numbers are there between 0 and 5
There are infinitely many rational numbers between 0 and 5. This is because the set of rational numbers is dense in the set of actual numbers.
To peer why, remember that a rational quantity can be expressed as a fraction p/q, where p and q are integers and q isn't always the same as 0. Considering there are infinitely many integers, there are infinitely many feasible values of p and q.
Consequently, there are infinitely many viable fractions among any given rational number. To locate the whole range of rational numbers among 0 and 5, we will use the truth that any rational wide variety in this program can be expressed as p/q, in which p and q are integers and 0 <= p <= 5q.
That is because any rational wide variety extra than 5 can be written as a sum of a whole range and a fragment, with the intention to be greater than 5/q.
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Please help me with this, I didn’t get it in class.
Question 7 Rewrite the rational expression with the indicated denominator. (5)/(2x) equals (?)/(6x^(2))
The rewritten rational expression with the indicated denominator of (6x^2) is (10x) / (6x^2). This is because when we multiply both the numerator and denominator of a rational expression by the same quantity, the value of the expression remains the same.
In this case, by multiplying the numerator and denominator of the original expression (5) / (2x) by 5, we get (10x) / (6x^2). We multiplied both the numerator and denominator by 5 because the denominator of the target expression (6x^2) is twice the denominator of the original expression (2x).
This means that the numerator of the target expression should be double the numerator of the original expression. Hence, by multiplying the numerator and denominator of the original expression by 5, we get the target expression.
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2(12-w)= -2(w-17)-10 how many solutions
Answer:
Infinitely Many Solutions
Step-by-step explanation:
We can start by simplifying both sides of the equation:
2(12-w) = -2(w-17)-10
Expanding the brackets:
24 - 2w = -2w + 34 - 10
Simplifying:
24 - 2w = -2w + 24
At this point, we can see that both sides of the equation are equivalent, so we can conclude that the equation is an identity and has infinitely many solutions. Any value of w will satisfy the equation.
Given z_(1) and z_(2), find the distance between them. z_(1)=3+7i and z_(2)=-5-2i
To find the distance between two complex numbers, we use the formula:
|z2 - z1| = sqrt((Re(z2) - Re(z1))^2 + (Im(z2) - Im(z1))^2)
where Re(z) is the real part of z and Im(z) is the imaginary part of z.
Using this formula, we can find the distance between z1 = 3+7i and z2 = -5-2i as follows:
Re(z1) = 3, Im(z1) = 7
Re(z2) = -5, Im(z2) = -2
|z2 - z1| = sqrt((-5 - 3)^2 + (-2 - 7)^2)
= sqrt((-8)^2 + (-9)^2)
= sqrt(64 + 81)
= sqrt(145)
Therefore, the distance between z1 = 3+7i and z2 = -5-2i is sqrt(145).
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P1 (1,6) P2 (4,0)
Cual es la ecuacion punto-pendiente de la recta que pasa los siguientes puntos?
Answer:
La ecuación punto-pendiente de la recta que pasa por los puntos P1 (1,6) y P2 (4,0) es:
Primero, encontramos la pendiente de la recta utilizando la fórmula:
m = (y2 - y1) / (x2 - x1)
m = (0 - 6) / (4 - 1) = -2
Luego, utilizamos la fórmula punto-pendiente de la recta:
y - y1 = m(x - x1)
y - 6 = -2(x - 1)
y - 6 = -2x + 2
y = -2x + 8
Por lo tanto, la ecuación punto-pendiente de la recta que pasa por los puntos P1 (1,6) y P2 (4,0) es y = -2x + 8.
Step-by-step explanation:
Write an equation
parallel to y = -2x - 5
with a y-intercept of
6
Answer:
y=-2x+6
Step-by-step explanation:
When it comes to parallel lines the slopes are the same they just have different y-intercepts.
Our slope for the equation is -2x so we just make a new equation with the same slope.
Since we are asked to put it with a y-intercept of 6 we just add +6 at the end.
Giving us y=-2x+6.
Sunscreens block ultraviolet (UV) rays produced by the sun. These rays are harmful and each sunscreen has a Sun Protection Factor (SPF) that tells you how long you can be exposed before you receive 1 minute of UV rays. For example, if you use sunscreen with SPF 15, you will receive 1 minute of UV rays for every 15 minutes in the sun.
a)A sunscreen with SPF 15 blocks 14/15 of the sun’s UV rays. What percent is this?
b)Suppose a sunscreen blocks 80% of the sun’s UV rays. What fraction of the sun’s UV rays does it block?
c)What is the SPF for the sunscreen in part (b)?
d)Carol bought sunscreen with a SPF 30 label. The label claims it block about 97% of the sun’s UV rays. If the SPF 30 label is accurate, is the claim true? Explain.
A sunscreen with SPF 15 blocks 93.33% of the sun's UV rays. A sunscreen that blocks 80% of the sun's UV rays blocks 4/5 of the sun's UV rays.The SPF for the sunscreen in part (b) is 5. The sunscreen with SPF 30 blocks 96.67% of the sun's UV rays.
a) To find the percentage of UV rays that a sunscreen with SPF 15 blocks, we can simply divide 14 by 15 and then multiply by 100 to get the percentage:
14/15 * 100 = 93.33%
So a sunscreen with SPF 15 blocks 93.33% of the sun's UV rays.
b) If a sunscreen blocks 80% of the sun's UV rays, we can write this as a fraction by simply dividing 80 by 100:
80/100 = 4/5
So a sunscreen that blocks 80% of the sun's UV rays blocks 4/5 of the sun's UV rays.
c) To find the SPF for the sunscreen in part (b), we can use the formula:
SPF = 1 / (1 - fraction of UV rays blocked)
Plugging in the fraction of UV rays blocked from part (b), we get:
SPF = 1 / (1 - 4/5) = 1 / (1/5) = 5
So the SPF for the sunscreen in part (b) is 5.
d) To determine if the claim on Carol's sunscreen is true, we can use the formula:
fraction of UV rays blocked = 1 - (1 / SPF)
Plugging in the SPF from the label, we get:
fraction of UV rays blocked = 1 - (1 / 30) = 29/30
Converting this fraction to a percentage, we get:
29/30 * 100 = 96.67%
So the sunscreen with SPF 30 blocks 96.67% of the sun's UV rays. This is close to the claim of 97%, but not exactly the same. Therefore, the claim is not completely accurate, but it is close.
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Use the properties of exponents to write the expression without negative exponents.
The equivalent of the expression is w⁴z⁵/s⁶r⁵
How to determine the equivalent expressionFrom the question, we have the following parameters that can be used in our computation:
s⁻⁶r⁻⁵w⁵z⁵w⁻⁹
Evaluate the like factors using the law of indices
So, we have the following representation
s⁻⁶r⁻⁵w⁴z⁵
Rewrite the expression without negative exponents.
So, we have
w⁴z⁵/s⁶r⁵
hence, the expression is w⁴z⁵/s⁶r⁵
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What is (x^(2)+8x+16)/(x^(2)-x-20) in simplest form? State any restrictions on the variable.
The simplest form is (x+4)/(x-5). Restrictions on the variable are that x ≠ 5 and x≠-4.
The given expression is (x^(2)+8x+16)/(x^(2)-x-20). In order to simplify this expression, we need to factor the numerator and denominator and then cancel out any common factors.
The numerator can be factored as (x+4)(x+4) and the denominator can be factored as (x-5)(x+4).
So the expression becomes:
(x+4)(x+4)/(x-5)(x+4)
Now we can cancel out the common factor of (x+4):
(x+4)/(x-5)
Therefore, the simplest form of the expression is (x+4)/(x-5).
The restrictions on the variable are that x cannot be equal to 5 or -4, because these values would make the denominator equal to zero and the expression would be undefined.
So the final answer is (x+4)/(x-5) with restrictions x≠5 and x≠-4.
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The relationship between the postage rate and the weight of a letter can be defined by a piecewise function.
The graph shows the 2018 postage rates for using regular service to mail a letter.
Kiran and Mai wrote some rules to represent the postage function, but each of them made some errors.
The initial symbol in the Kiran equation is erroneous, and there are two rates for weights of 1, 2, and 3 ounces. In contrast, the prices for 1, 2, and 3 ounces are incorrectly expressed in the Mai equation.
What do you mean by contract rate?A contract rate, also known as the coupon rate, stated rate, or nominal rate, is the interest rate that is stipulated in a certain contract.
What went wrong for Kiran?
1. For 1, 2, and 3 ounces, there are two rates: Kiran used the wrong symbols to describe the rates for 1, 2, and 3 ounces. Let's look at an illustration:
0.71 1 ≤ w ≤ 2
0.92 2 ≤ w ≤ 3
Because in the first line the rate is 0.71 for weights less than or equal to 2, and because this also occurs in the second line, it appears that the rate for 2 pounds here can be both 0.71 and 0.92.
2. He chose the wrong initial symbol since it implies that there is a charge even when the weight is 0, which is not conceivable.
0.50 0 ≤ w ≤ 1 (The rate is 0.50 if the weight is less than or equal to 0)
What is Mai's error?
1. Similar to Kiran, she did not express the rate and the pounds. Let's consider one instance:
0.71 1 < w < 2 (The rate is 0.71 if the weight is less than 2; this is false because the rate is 0.71 if the weight is less than or equal to 2)
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A clinical psychologist examined the substance abuse scores of a random sample of clients diagnosed with substance use disorder from a large district. The scores were derived from a well validated and reliable substance abuse questionnaire, on a scale from 0 (no substance abuse) to a highest abuse level (on the scale) of 70. A higher substance abuse score indicates a higher level of substance usage. Each participant was measured using the questionnaire at two points of time: before and after completing an intervention intended for reducing substance abuse behaviours. This intervention lasted three months and had not been previously implemented in the district. Parts of the analysis output conducted by the psychologist are shown below:
a. State the null and alternative hypotheses of this test.
b. Report the statistical conclusion of this test with respect to the research question and cite the statistical values as the basis of your conclusion (as if you are reporting the results in a psychology research paper).
a. The null hypothesis for this test is that the intervention has no effect on substance abuse scores and that there is no difference between the scores before and after the intervention. The alternative hypothesis is that the intervention has an effect on substance abuse scores and that there is a statistically significant difference between the scores before and after the intervention.
b. The statistical conclusion of this test is that the intervention had a significant effect on substance abuse scores, with a t-test of -5.918 and a p-value of <0.001. This suggests that there is a statistically significant difference between the scores before and after the intervention.
a. The null hypothesis of this test is that there is no difference in substance abuse scores before and after completing the intervention, or H0: μ1 = μ2. The alternative hypothesis is that there is a difference in substance abuse scores before and after completing the intervention, or Ha: μ1 ≠ μ2.
b. The statistical conclusion of this test is that there is a statistically significant difference in substance abuse scores before and after completing the intervention, t(19) = 4.38, p < 0.001. This means that the intervention was effective in reducing substance abuse behaviors among the clients in the sample. The statistical values that support this conclusion are the t-value of 4.38 and the p-value of less than 0.001, which indicate that the difference in substance abuse scores before and after the intervention is not due to chance.
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Solve for x. Round to the nearest tenth of a degree, if necessary.
Answer:50
Step-by-step explanation:
#17 F4
An electric car battery, when fully charged, can travel 410 miles. As the car travels, the charge decreases at a rate of 46 miles every 2 hours.
Enter an equation in slope-intercept form or y = mx + b that shows the amount of battery charge y, in miles, after traveling for x hours.
Using the slope-intercept form, the equation that represents the amount of battery charge y, in miles, after traveling for x hours is: y = -23x + 410
What is equation of straight line?Equation of straight line can be defined as y = mx+b where m is slope of a line.
To create the equation in slope-intercept form, we need to find the slope and y-intercept.
The slope represents the rate at which the battery charge decreases, which is 46 miles every 2 hours. This can be expressed as:
slope = -23 miles/hour
The negative sign indicates that the battery charge decreases over time.
The y-intercept represents the initial battery charge when the car is fully charged, which is 410 miles.
Using the slope-intercept form, the equation that represents the amount of battery charge y, in miles, after traveling for x hours is: y = -23x + 410
where x is the number of hours the car has been traveling and y is the remaining battery charge in miles.
Therefore, Using the slope-intercept form, the equation that represents the amount of battery charge y, in miles, after traveling for x hours is:
y = -23x + 410
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What is 45 divided by 6 3/4
Answer:
First, we need to convert the mixed number to an improper fraction:
6 3/4 = (4 x 6 + 3)/4 = 27/4
Now we can divide:
45 ÷ 27/4 = 45 x 4/27 = 6.6666666...
Rounding to the nearest hundredth, we get:
6.67
Therefore, 45 divided by 6 3/4 is approximately 6.67.
Answer:6.67
Step-by-step explanation:
Find a4. a₁ = −1 an = 7an - 1 Write your answer as an integer or fraction in simplest form. a4 =
The fourth term a₄ of the sequence is -343
How to determine the value of a₄?From the question, we have the following parameters that can be used in our computation:
a₁= -1
aₙ = 7aₙ₋₁
The above definitions imply that we simply multiply 7 to the previous term to get the current term
Using the above as a guide,
so, we have the following representation
a₂ = 7 * -1
a₂ = -7
Also, we have
a₃ = -7 * 7
a₃ = -49
Lastly, we have
a₄ = -49 * 7
Evaluate the equation
a₄ = -343
Hence, the value of a₄ is -343
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Determine the number of triangles with the given parts.a=9,b=4,c=6There is/are triangle(s). (Type a whole number.)
Answer: 1.
There is only 1 triangle with the given parts a=9, b=4, c=6. This is because the lengths of the sides of a triangle are unique and determine the shape of the triangle.
To verify this, we can use the Triangle Inequality Theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. In this case, we can see that 9+4>6, 9+6>4, and 4+6>9, so the Triangle Inequality Theorem is satisfied and the triangle is valid.
Therefore, the answer is 1, as there is only 1 triangle with the given parts a=9, b=4, c=6.
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In a classroom,
1/10 of the students are wearing blue shirts , and 2/5 are wearing white shirts. There are 20 students in the classroom. How many students are wearing shirts other than blue shirts or white shirts?
20 - 10 = 10 pupils are more probability to be wearing shirts other than blue or white.
What purposes does probability serve?Probability gives information about the likelihood that something will occur. For instance, weather patterns are used by meteorologists to predict the possibility of rain. Probability theory is utilised in epidemiology to comprehend the connection between exposures and the risk of health outcomes.
What is the probability fundamental rule?A AND B = P(B)P(A|B) if A and B are two events defined on a sample space. (The likelihood of A given B is equal to the likelihood of A and B divided by the likelihood of B.) P(A|B) = P if A and B are independent (A).
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TASK 4 Differential equations
One of the solutions to the equation
y (x) + p(x) y (x) + q (x) y(x) = 0
is given by41
9 (z) = sinh(27)
x
=moreover, the wronskian of two independent solutions is always constant. Find another solution to the equation that is independent fromyı (x) for x > 0.
The another independent solution y2(x) can be found by multiplying y1(x) with the obtained [tex]v(x): y2(x) = y1(x)v(x) = sinh(27x)v(x).[/tex]
To find another independent solution to the given differential equation, [tex]y(x) + p(x)y'(x) + q(x)y(x) = 0[/tex], with one solution [tex]y1(x) = sinh(27x)[/tex], we can use the formula for finding a second linearly independent solution using the Wronskian.
The Wronskian of two independent solutions is given by [tex]W(y1, y2) = y1(x)y2'(x) - y1'(x)y2(x)[/tex]. Since [tex]W(y1, y2)[/tex] is a constant, we can define W as a constant value, let's say c.
Introduce a new function v(x) such that [tex]y2(x) = y1(x)v(x), so y2(x) = sinh(27x)v(x).[/tex] Compute the derivative of y2(x): [tex]y2'(x) = 27cosh(27x)v(x) + sinh(27x)v'(x)[/tex]. Substitute [tex]y1(x), y1'(x), y2(x), and y2'(x)[/tex]into the Wronskian equation: c = [tex]sinh(27x)[27cosh(27x)v(x) + sinh(27x)v'(x)] - 27cosh(27x)sinh(27x)v(x)[/tex]
Divide by [tex]sin(27x)cos(27x)[/tex] to simplify the equation: c / [tex](27sinh(27x)cosh(27x)) = v(x) + (1/27)v'(x).[/tex] Rearrange the equation to obtain a first-order linear differential equation: [tex]v'(x) - 27v(x) = 27c / sinh(27x)cosh(27x)[/tex]
Solve the differential equation for[tex]v(x)[/tex] (you can use an integrating factor or another method). Finally, the second independent solution [tex]y2(x)[/tex] can be found by multiplying [tex]y1(x)[/tex]with the obtained [tex]v(x): y2(x) = y1(x)v(x) = sinh(27x)v(x).[/tex]
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If there is a rectanglure pyramid that is 8 units tall, 12 units long, and 10 units wide, how big is it
The size or volume of the rectangular pyramid hat is 8 units tall, 12 units long, and 10 units wide is 320 cubic units.
To find the size of a rectangular pyramid, we need to find its volume. The formula for the volume of a rectangular pyramid is given:
Volume = (1/3) x base area x height
Here, the height of the pyramid is 8 units. The base is a rectangle with a length of 12 units and a width of 10 units. Therefore, the area of the base is:
Base area = length x width = 12 x 10 = 120 square units
Now we can substitute the values in the formula for volume:
Volume = (1/3) x base area x height
= (1/3) x 120 x 8
= 320 cubic units.
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Use identities to solve each of the following. Rationalize denominators when applicable. See Examples 5-7. 65. Find cos tetha, given that sin tetha = 3/5 and tetha is in quadrant II. 66. Find sin tetha, given that cos tetha = 4/5 and tetha is in quadrant IV. 67. Find csc tetha, given that cot tetha = -1/2 and tetha is in quadrant IV.
65. Find cos tetha, given that sin tetha = 3/5 and tetha is in quadrant II.
We can use the identity cos^2 tetha + sin^2 tetha = 1 to find cos tetha.
cos^2 tetha = 1 - sin^2 tetha
cos^2 tetha = 1 - (3/5)^2
cos^2 tetha = 1 - 9/25
cos^2 tetha = 16/25
cos tetha = ±√(16/25)
cos tetha = ±4/5
Since tetha is in quadrant II, cos tetha is negative. So, cos tetha = -4/5.
66. Find sin tetha, given that cos tetha = 4/5 and tetha is in quadrant IV.
We can use the same identity to find sin tetha.
sin^2 tetha = 1 - cos^2 tetha
sin^2 tetha = 1 - (4/5)^2
sin^2 tetha = 1 - 16/25
sin^2 tetha = 9/25
sin tetha = ±√(9/25)
sin tetha = ±3/5
Since tetha is in quadrant IV, sin tetha is negative. So, sin tetha = -3/5.
67. Find csc tetha, given that cot tetha = -1/2 and tetha is in quadrant IV.
We can use the identity csc^2 tetha = 1 + cot^2 tetha to find csc tetha.
csc^2 tetha = 1 + (-1/2)^2
csc^2 tetha = 1 + 1/4
csc^2 tetha = 5/4
csc tetha = ±√(5/4)
csc tetha = ±√5/2
Since tetha is in quadrant IV, csc tetha is negative. So, csc tetha = -√5/2.
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URGENT! I need to find the volume of the composite solid.
The volume of the composite solid is 885 m³
How to determine the volumeFrom the diagram shown, we have that;
Volume of the composite solid = Volume of a rectangle + volume of a pyramid
The formula for the volume of a rectangle is expressed as;
Volume = lwh
Given that;
L is the lengthw is the widthh is the height of the rectangleVolume = 5 × 10 × 16. 5
Volume = 825 m³
Volume of the pyramid = 6(10) = 60m³
Total volume = 825 + 60 = 885 m³
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what is the percent change from 40 to 51?
Answer:
27.5%
Step-by-step explanation:
Given: the percent increase from 40 to 51
Percent change = 51 - 40 |40| × 100% = 11 40 × 100 = 27.5% (increase).
Where: 40 is the old value and 51 is the new value. In this case we have a positive change (increase) of 27.5 percent because the new value is greater than the old value.
Answer:
27.5%
Step-by-step explanation:
To calculate the percent change from 40 to 51, we can use the following formula:
Percent Change = (New Value - Old Value) / Old Value x 100%
In this case, the old value is 40, and the new value is 51.
So, plugging these values into the formula, we get:
Percent Change = (51 - 40) / 40 x 100%
Percent Change = 11 / 40 x 100%
Percent Change = 0.275 x 100%
Percent Change = 27.5%
Therefore, the percent change from 40 to 51 is 27.5%.
Find the distance from the point (-1, 3, -5) to the plane 4x – 4y + 3z = -2. Find an equation of the plane through the point (-1, -2, 2) and perpendicular to the vector (5, -1, -2). Do this problem in the standard way or WebWork may not recognize a correct answer.
The distance from a point to a plane can be found by using the formula d = |ax + by + cz + d|/√(a^2 + b^2 + c^2), where (a, b, c) are the coefficients of the plane equation and (x, y, z) are the coordinates of the point.
For the first part of the question, the distance from the point (-1, 3, -5) to the plane 4x – 4y + 3z = -2 can be found by plugging in the values into the formula:
d = |(4)(-1) + (-4)(3) + (3)(-5) + (-2)|/√(4^2 + (-4)^2 + 3^2)
d = |-4 - 12 - 15 - 2|/√(16 + 16 + 9)
d = |-33|/√41
d = 33/√41
For the second part of the question, an equation of the plane through the point (-1, -2, 2) and perpendicular to the vector (5, -1, -2) can be found by using the formula ax + by + cz = d, where (a, b, c) are the components of the vector and (x, y, z) are the coordinates of the point. Plugging in the values gives:
(5)(x - (-1)) + (-1)(y - (-2)) + (-2)(z - 2) = 0
5x + 5 - y - 2 - 2z + 4 = 0
5x - y - 2z = -7
Therefore, the equation of the plane is 5x - y - 2z = -7.
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What is the greatest common factor of 3 and 9?
Answer:3
Step-by-step explanation:
The HCF of 3 and 9 is 3. To calculate the HCF (Highest Common Factor) of 3 and 9, we need to factor each number (factors of 3 = 1, 3; factors of 9 = 1, 3, 9) and choose the highest factor that exactly divides both 3 and 9 . i.e 3.
geoff is investigation fractions of the form (1)/(n), where n is an interger from 2 up to and including 20. How many of these fractions are equivalent to terminating decimals
The final answer are 7 fractions of the form (1)/(n), where n is an integer from 2 up to and including 20, that are equivalent to terminating decimals.
Geoff is investigating fractions of the form (1)/(n), where n is an integer from 2 up to and including 20. To find out how many of these fractions are equivalent to terminating decimals, we need to understand what makes a fraction equivalent to a terminating decimal.
A fraction is equivalent to a terminating decimal if the denominator (the bottom number) is a power of 10 (10, 100, 1000, etc.), or if it can be reduced to a fraction with a denominator that is a power of 10. In other words, the denominator must only have factors of 2 and/or 5.
So, we need to find out how many of the numbers from 2 to 20 have only factors of 2 and/or 5.
These numbers are:
- 2 (2^1)
- 4 (2^2)
- 5 (5^1)
- 8 (2^3)
- 10 (2^1 * 5^1)
- 16 (2^4)
- 20 (2^2 * 5^1)
Therefore, there are 7 fractions of the form (1)/(n), where n is an integer from 2 up to and including 20, that are equivalent to terminating decimals.
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anyone knows the answer PLEASE for this question
Answer:
1= b to the second power, 2=a to the second power, 3=b to the fourth power, 4=a to the fourth
Step-by-step explanation: your welcome
Answer: 2)b^2+a^2
Step-by-step explanation:
x and y would have to be the same value since y(sin) and x(cos) of x and y on the unit circle is the same meaning it's the same point. Thus, cos(x-y) = cos(0) = 1. b^2+a^2=cos^2(x)+sin^2(x)= 1.