[tex]~~~~~~~~~~~~\textit{distance between 2 points} \\\\ P(\stackrel{x_1}{19}~,~\stackrel{y_1}{10})\qquad Q(\stackrel{x_2}{26}~,~\stackrel{y_2}{13})\qquad \qquad d = \sqrt{( x_2- x_1)^2 + ( y_2- y_1)^2} \\\\\\ PQ=\sqrt{(~~26 - 19~~)^2 + (~~13 - 10~~)^2} \implies PQ=\sqrt{( 7 )^2 + ( 3 )^2} \\\\\\ PQ=\sqrt{ 49 + 9 } \implies PQ=\sqrt{ 58 }\implies PQ\approx 7.62 \\\\[-0.35em] ~\dotfill[/tex]
[tex]~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ P(\stackrel{x_1}{19}~,~\stackrel{y_1}{10})\qquad Q(\stackrel{x_2}{26}~,~\stackrel{y_2}{13}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ 26 +19}{2}~~~ ,~~~ \cfrac{ 13 +10}{2} \right) \implies \left(\cfrac{ 45 }{2}~~~ ,~~~ \cfrac{ 23 }{2} \right)\implies \stackrel{ \textit{\LARGE M} }{\left(22\frac{1}{2}~~,~~11\frac{1}{2} \right)}[/tex]
Need some help in math
Answer:
A)
Step-by-step explanation:
When reflecting over the X-axis, you change the sign on the number in the Y's position(+ - and vice versa).
Answer:
A
Step-by-step explanation:
under a reflection in the x- axis
a point (x, y ) → (x, - y ) , then
(- 1, 6 ) → (- 1, - 6 )
(- 3, 2 ) → (- 3, - 2 )
pls explain bcs i have a test tomorrow
In respοnse tο the given questiοn, we can state that As a result, the functiοn turning pοints are ((4/3), -4/(3(4/3))) and (-(4/3), 4/(3(4/3))). With this data, we can draw the graph οf y = x³ - 4x shοwn in οptiοn (D).
What is functiοn?Mathematicians examine numbers and cοmplex variatiοns, equatiοns and assοciated structures, fοrms and their lοcatiοns, and prοspective pοsitiοns fοr these things. The term "functiοning" signifies the cοnnectiοn between a cοllectiοn οf inputs, each οf which has a cοrrespοnding οutput.
A functiοn is a cοnnectiοn οf inputs and results in which each input leads tο a single, identifiable οutcοme. Each functiοn is assigned a dοmain, a cοdοmain, οr a scοpe. The letter f is widely used this tο denοte functiοns (x). The symbοl fοr admissiοn is an x. The fοur primary types οf usable functiοns are οn οperatiοns, οne-tο-οne capabilities, sο multiple functiοnality, in capabilities, and then οn functiοns.
Optiοn (D) is a design that might depict the graph οf y = x³ - 4x since it cοntains a single hump with a rοοt at x = 0 and intersects the y-axis at y = 0.
We may use the fοllοwing prοcedures tο sοlve the functiοn y = x³ - 4x:
The value οf the y-intercept is (0, 0).
We set y = 0 and sοlve fοr x tο determine the x-intercepts:
[tex]x^3 - 4x = 0[/tex]
[tex]x( x^2 -4) = 0[/tex]
[tex]x = 0 , x = -2 , x = 2[/tex]
As a result, the x-intercepts are (-2, 0), (0, 0), and (2, 0).
[tex]3x^2 - 4 = 0[/tex]
x = ±√(4/3)
As a result, the turning pοints are ((4/3), -4/(3(4/3))) and (-(4/3), 4/(3(4/3))).
With this data, we can draw the graph οf y = x³ - 4x shοwn in οptiοn (D).
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Someone pls help me asap
Which expression is equivalent to 10>5/154x8? assume x>=0
The expression that is equivalent to 10 > 5/154x8 is x > 1/ 2464 or 2464x > 1.
To see why this works, we can first simplify 5/154x8 . We can then simplify this to 5/1232x, by multiplying 5/(154*8) by x and simplifying the result. We can then substitute this expression into the original inequality to get:
10 > 5/1232x
x > 0, which means that x is a positive number
Divide both sides by 10 and multiply by x, then
x > 5/(1232*10)
x > 1/ 2464
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When does a company's break-even point occur?
A company's break-even point is the level of sales or revenue that the company needs to generate in order to cover all of its expenses and to neither make a profit nor incur a loss.
What is company's break-even point?The amount of sales or revenue that a business must achieve in order to pay all of its costs while not turning a profit or suffering a loss is known as the break-even point. The company's total income and entire costs are equal at the break-even point.
In other words, the firm reaches its break-even point when its entire income matches the sum of its total variable expenses and total fixed costs. Raw materials, labor, and commissions are examples of expenses known as variable costs that fluctuate in response to variations in the volume of production or sales. Rent, salary, and insurance are examples of fixed expenditures that don't fluctuate while output or sales alter.
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4. What is the area of the kite? Round to the nearest tenth.
90
5 in
5 in.
60°
17. 1 in
27. 1 in 2
Ob
Ос
Od
23. 4 in2
12. 4 in2
Therefore , the solution of the given problem of area comes out to be the kite's surface size is roughly 42.8 square inches. (A) 90 is the best match, but it's not the right response.
Explain area.Calculating how much room is needed to fully cover the outside will reveal its overall size. When calculating a trapezoidal shape's surface, the immediate environs are taken into account. The surface area of something determines its overall measurements. The internal water capability of a cuboid is given by the total of the borders connected to each of its six rectangular edges.
Here,
The following method must be used to determine a kite's area:
=> Diagonal 1 x Diagonal 2 / 2 = Area
where "diagonal 1" and "diagonal 2" denote the kite's two diagonal lengths, respectively.
We can see from the provided illustration that:
=> 17.1 inches are the length of Diagonal 1 (OD).
The length of Diagonal 2 (OS) is 5 inches.
We can enter these numbers into the formula to determine the area:
=> Area = (17.1 x 5) / 2 Area
=> (diagonal 1 x diagonal 2) / 2 Area
=> 42.75
To the closest tenth, we round and obtain:
=> Area ≈ 42.8
Consequently, the kite's surface size is roughly 42.8 square inches. (A) 90 is the best match, but it's not the right response.
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Baylie, you 16 inches of tape to make a square on the floor. She made a rectangle with the same amount of tape and has a width 1/2 of the square what is the length
After answering the given query, we can state that The square is 6 inches long as a result.
what is a square?According to Euclidean mathematics, a square has four equal sides and four equal angles, making it an equilateral quadrilateral. Another name for it is a rectangle with two adjacent edges that are the same length. An equilateral quadrilateral is one that has four equal sides and four equal angles, like a rectangle. 90 degree or straight angles are square angles. The square's diagonals are also divided at a 90-degree angle and are evenly spaced. a rectangle with two equal edges that is adjacent. a quadrilateral with four equal edges and right angles on all four sides. a parallelogram with two adjacent sides that are equal and make a right angle. rhombus with square sides.
Let's use the symbol x inches to represent the square's edge length.
The square's circumference, or the overall length of tape used, is 16 inches. Therefore:
4x = 16
When we simplify the solution, we obtain:
x = 4
Thus, the cube has sides that are 4 inches long.
Let's think about the parallelogram now. Its breadth is stated to be half the square, which translates to:
breadth equals 1/2 * 4 inches.
2 (length plus width) equals 16.
The result of substituting the number of the width we just discovered is:
length plus 2 equals 16,
When we simplify the solution, we obtain:
lenght + 2 equals 8
By taking 2 away from both edges, we arrive at:
width = 6
The square is 6 inches long as a result.
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Jenny has a job transporting soft drinks by truck. Her truck is filled with cans that weigh 14 ounces each and bottles that weigh 70 ounces each. There is a
combined total of 900 cans and bottles in her truck.
Let x be the number of 14-ounce cans in her truck. Write an expression for the combined total weight (in ounces) of the cans and bottles in her truck.
Therefore , the solution of the given problem of expressions comes out to be 14x + 70(900 - x) .
Expression : What is it?Estimates that combine joining, deactivating, but instead random divide should be produced with shifting variables. If they banded together, they could do the following: a mathematical conundrum, some data, and software. A statement of truth contains formulas, components, and arithmetic procedures like adding, subtractions, omissions, and groupings. It is possible to assess and analyse both words and sentences.
Here,
Assume that her vehicle contains x 14-ounce cans.
900 - x = the amount of bottles in her truck (since the total number of cans and bottles is 900.
The cans in her truck carry a total of 14 ounces.
Similar to that, her truck's entire bottle weight is
=> 70(900 - x) ounces.
As a result, the cans and bottles in her truck's entire combined weight (in ounces) can be expressed as follows:
=> 14x + 70(900 - x)
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Help me please thank you if you do
The statement "If I make more money than the cost of the ingredients, then the following is true, c > 1 and c < 13" provides support for Jane's claim that she must sell at least one but no more than 12 cakes to make a profit.
What is statement ?
A statement is a declarative sentence that expresses a fact, an opinion, or a proposition that can be either true or false. It is a linguistic expression that can be either a complete sentence or a part of a sentence, and it conveys a meaning that can be evaluated as true or false.
The statement that provides support for Jane's claim is:
"If I make more money than the cost of the ingredients, then the following is true, c > 1 and c < 13"
This statement implies that if Jane makes more money than the cost of the ingredients, then she must have sold at least one cake (since c > 1) but not more than 12 cakes (since c < 13). This makes sense because if she sells fewer than one cake, she will not make any profit, and if she sells more than 12 cakes, the profit she makes per cake will be reduced since the cost of the ingredients is fixed.
The other statements do not provide support for Jane's claim:
"She cannot sell less than 0 cakes, so c must be >= 0" is true, but it does not provide any information about the range of values for c that support Jane's claim.
"| e = 0 then she has not lost or earned any money." is true, but it does not provide any information about the range of values for c that support Jane's claim.
"c = 1 then she has earned a small amount of money." is true, but it only provides information about one specific value of c, not a range of values that support Jane's claim.
"c equals a negative integer then she did not sell any cakes" is true, but it only provides information about one specific value of c, not a range of values that support Jane's claim. Additionally, the statement is not relevant to Jane's claim since negative values of c are not included in the range c > 1 and c < 13.
Therefore, the statement "If I make more money than the cost of the ingredients, then the following is true, c > 1 and c < 13" provides support for Jane's claim that she must sell at least one but no more than 12 cakes to make a profit.
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If AB represents 300%, what is the length of a line segment that represents 100%?
Answer:
If AB represents 300%, the length of a line segment that represents 100% is equal to one-third of the length of AB or simply 100%.
Step-by-step explanation:
If AB represents 300%, then AB is three times the length of a line segment that represents 100%.
So if we let the length of the line segment that represents 100% be x, then we can write:
AB = 3x
Solving for x, we get:
x = AB/3
Since AB represents 300%, we know that AB is three times the size of a line segment that represents 100%. Therefore, x is equal to one-third of AB, or:
x = AB/3 = (300%)/3 = 100%
So the length of a line segment that represents 100% is equal to one-third of the length of a line segment that represents 300%, or simply 100%.
Hope this helps! If it's wrong, I'm sorry. If you need more help, ask me! :]
What is the range of the function f(x) = |x| – 3? {f(x) ∈ ℝ | f(x) ≥ –3} {f(x) ∈ ℝ | f(x) < –3} {f(x) ∈ ℝ | f(x) ≤ –3} {f(x) ∈ ℝ | f(x) > –3}
The range of f(x) is {f(x) ∈ ℝ | f(x) ≥ –3}, which means that the possible values of f(x) are all real numbers greater than or equal to –3.
The range of a function is the set of all possible output values.
For the function f(x) = |x| – 3, we can think about the possible values that f(x) can take on.
First, consider the absolute value. For any input x, the absolute value |x| is always non-negative, so |x| – 3 is at least –3.
Next, think about the effect of subtracting 3. This shifts all the values down by 3 units. So the range of f(x) is all the values that can be obtained by subtracting 3 from the absolute value of x.
Therefore, the range of f(x) is {f(x) ∈ ℝ | f(x) ≥ –3}, which means that the possible values of f(x) are all real numbers greater than or equal to –3.
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points b and d are points of tangency find the value of x.
Answer:
x = 18.1
Step-by-step explanation:
1) 12x - 5 + 8x + 3 = 360
2) Subtract 5 from both sides
3) Add 2 on both sides
4) Divide both sides
5) x = 18.1
a recipe calls for 2/3 of a cup of sugar for every 2 cups of flour if you are using 1.5 cups of flour how many cups of sugar will you need
if 2^x+3 , find x..
Step-by-step explanation:
write true if the statement is correct if not write False
Below is an Iranian cylindrical drum. The circular drum heads on each end are made of leather and the drum body is usually made of wood.
Part A: What is the amount of leather needed to create both drum heads?
Part B: What is the total area of the wood used to make the body of the drum? Use 3.14 for pi and round to the nearest hundredth.
PLEASE HELP ME
Part a: The amount of leather needed to create both drum heads is 2769.48 cm².
Part b: Total surface area of Iranian cylindrical drum: 4022.34 cm².
Explain about the cylinder?A cylinder is just a 3D solid shape made up of two bases that are parallel and identical and are connected by a curved surface.
Their bases resemble spherical disks. The axis of a cylinder shape is a line drawn through the center or connecting the centers of shaped bases.Part a: The amount of leather needed to create both drum heads.
Amount of leather = 2 * area of circle
Amount of leather = 2 * πr²
Amount of leather = 2 * 3.14 * 21²
Amount of leather = 2769.48 cm².
Thus, the amount of leather needed to create both drum heads is 2769.48 cm².
Part b: Total surface area of Iranian cylindrical drum:
TSA = 2πr(h + r)
TSA = 2*3.14*21*(21 + 9.5)
TSA =
Thus, the total area of wood used to make the body of the drum 4022.34 cm².
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1/2a - 5 1/2 = 5 - a for what values of a are the following expressions true?
It’s not a=7 I’ve tried
For the value of a = 7, the expression is true.
What is an expression?A sentence qualifies as a mathematical expression if it comprises one or more mathematical operations, at least two numbers, or variables. Let's examine the writing style of expressions. A number is 6 times larger than the other number, x, by a factor of 2.
Now in the given question,
1/2 a - 5 1/2 = 5 - a
We first simplify the expression as:
a/2 -11/2 = 5 - a
⇒ (a-11)/2 = 5 - a
⇒ a - 11 = 10 - 2a
⇒ a+ 2a = 10 + 11
⇒ 3a = 21
⇒ a = 7.
Therefore, for the value of a = 7 the expression is true.
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Solve this system of equations using the substitution method.
y = 2x
- 3x - 15 = y
Answer:
x = -3
y = -6
Step-by-step explanation:
We are given the following system of equations:
y = 2x
-3x - 15 = y
We can use the substitution method to solve this system.
Substitute y = 2x from the first equation into the second equation and solve for x:
-3x - 15 = 2x
-5x = 15
x = -3
Now that we have found x, we can use the first equation to find y:
y = 2x = 2(-3) = -6
Therefore, the solution to the system of equations is (x, y) = (-3, -6).
What is the scale factor on the map?
For the given map, the scale factor is shown as 1 unit = 557 miles or 1:557.
What is a scale factor?
The ratio of the scale of an original thing to a new object that is a representation of it but of a different size is known as a scale factor. The scale factor of a shape refers to the amount by which it is increased or shrunk. It is applied when a 2D shape, such as a circle, triangle, square, or rectangle, needs to be made larger. The ratio of one unit of distance on a map to the comparable distance on the ground is commonly used to describe a map's scale. The ratio of a distance on a map to its actual distance on the ground is known as the map scale.
Here it is given at the bottom of the map:
1 unit = 557 miles.
This is the scale factor of the map.
The unit is not mentioned. So the 1 unit can be in cm, m, inches and so on. This unit is equal to 557 miles on the ground.
So if the distance between two places is 20 cm on the map, then the actual distance is 20*557 = 11,140 miles.
Therefore for the given map, the scale factor is shown as 1 unit = 557 miles or 1:557.
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8. The area of a square is between 30 cm² and 31 cm². Estimate the side length to the nearest tenth of a centimetre. Is your estimate reasonable? How do you know?
The side length to the nearest tenth of a centimeter is 5.57
What is a square?A square is a closed two-dimensional shape (2D shape) with four sides that are equal and parallel to each other. also, In Euclidean Euclidean geometry, a square is a regular quadrilateral which means that it has four equal sides and four equal angles (90-degree angles, π/2 radian angles, or right angles)
The range of the sides is 30 to 31
the area of a square is
A = l² where l = length of side
√30 = l
L= 5.48 or
l = √31 = 5.57
The side length is the mean of the range of numbers
l = (5.48+5.57)/2 = 5.53
My estimate is reasonable because 5.53² = 30.5809 which is a number between 30 and 31
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Due to the fact that a square's area is proportionate to its square of side length, a minor change in the area corresponds to a small change in the side length, making this estimate acceptable.
Determine the reasonable estimate for the area of a square.Let's call the side length of the square "s". We know that the area of the square is between 30 cm² and 31 cm², so we can write:
30 < s² < 31
Taking the square root of all three sides of this inequality, we get:
√30 < s < √31
Using a calculator, we can approximate the square roots to the nearest tenth of a centimeter:
√30 ≈ 5.5
√31 ≈ 5.6
So, we can estimate that the side length of the square is between 5.5 cm and 5.6 cm, to the nearest tenth of a centimeter.
This estimate is reasonable because the area of a square is proportional to the square of its side length, so a small change in the area corresponds to a small change in the side length.
Since the difference between the upper and lower bounds of our estimate is only 0.1 cm, it makes sense that the area of the square is very close to the given range.
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Anna wants to add a $15,280 sunroom to her house.Her bank requires 20% down before lending her any money. What is her down payment and what amount did she finance?
The down payment and the amount financed are given as follows:
Down payment: $3,056.Amount financed: $12,224.How to obtain the down payment and the amount finances?The down payment and the amount financed are obtained applying the proportions in the context of the problem.
Anna wants to add a $15,280 sunroom to her house. Her bank requires 20% down before lending her any money, hence the down payment is given as follows:
0.2 x 15280 = $3,056.
The amount financed is the part of the price that is not part of the down payment, hence it is given as follows:
15280 - 3056 = $12,224.
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What is the product of 3x – 4 and 5x^2–2x+6. Write your answer in standard form.
Part a: SHOW WORK
Part b: Is the product of 3x – 4 and 5x^2–2x+6 equal to the product of 4 – 3x and 5x^2 – 2x + 6? EXPLAIN.
20 points, please show work. Thanks.
We can see that the signs of the coefficients are different for the terms with x, so the two products are not equal.
What is Algebraic expression ?
In mathematics, an algebraic expression is a combination of variables, constants, and mathematical operations, such as addition, subtraction, multiplication, and division, that represents a quantity or a relationship between quantities.
Part a:
To find the product of (3x – 4) and (5[tex]x^{2}[/tex] – 2x + 6), we need to distribute each term in the first expression to each term in the second expression, and then combine like terms.
(3x – 4) (5[tex]x^{2}[/tex] – 2x + 6)
= 3x(5[tex]x^{2}[/tex] ) – 3x(2x) + 3x(6) – 4(5[tex]x^{2}[/tex] ) + 4(2x) – 4(6)
= 15[tex]x^{3}[/tex]– 6[tex]x^{2}[/tex] + 18x – 20[tex]x^{2}[/tex] + 8x – 24
= 15[tex]x^{3}[/tex] – 26[tex]x^{2}[/tex] + 26x – 24
Therefore, the product of (3x – 4) and (5[tex]x^{2}[/tex] – 2x + 6) is equal to 15x^3 – 26[tex]x^{2}[/tex] + 26x – 24 in standard form.
Part b:
No, the product of (3x – 4) and (5[tex]x^{2}[/tex] – 2x + 6) is not equal to the product of (4 – 3x) and (5[tex]x^{2}[/tex] – 2x + 6).
(4 – 3x) (5[tex]x^{2}[/tex] – 2x + 6)
= 4(5[tex]x^{2}[/tex] ) – 4(2x) + 4(6) – 3x(5[tex]x^{2}[/tex] ) + 3x(2x) – 3x(6)
= 20[tex]x^{2}[/tex] – 8x + 24 – 15[tex]x^{3}[/tex] + 6[tex]x^{2}[/tex] – 18x
= -15[tex]x^{3}[/tex]+ 26[tex]x^{2}[/tex] - 26x + 24
Therefore, We can see that the signs of the coefficients are different for the terms with x, so the two products are not equal.
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Which expression is equivalent to (3 x minus 5 y) + (x + 2 y)?
4 x minus 7 y
4 x minus 3 y
4 x + 3 y
4 x + 7 y
4 x minus 3 y is the expression which is equivalent to (3 x minus 5 y) + (x + 2 y)?
To simplify the expression (3x - 5y) + (x + 2y), we can combine the like terms.
Starting with the x-terms, we have 3x + x = 4x.
Moving on to the y-terms, we have -5y + 2y = -3y.
Therefore, the simplified expression is 4x - 3y, which is equivalent to option B.
We can check this by plugging in some values for x and y. For example, if x = 2 and y = 1, then:
(3x - 5y) + (x + 2y) = (3(2) - 5(1)) + (2 + 2(1)) = (6 - 5) + (2 + 2) = 3 + 4 = 7.
And using the simplified expression, we get:
4x - 3y = 4(2) - 3(1) = 8 - 3 = 5.
So we can see that both expressions give the same result, confirming that option B is equivalent to the given expression.
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Answer
4x-3y
(｡･∀･)ﾉﾞ
Step-by-step explanation:
(2/3)y - 4 ≥ 2
Help, Due Today
The inequality expression (2/3)y - 4 ≥ 2 when evaluated is y ≥ 3
How to evaluate the inequalityInequality expressions are those statements in mathematics that use symbols like <, >, ≤, or ≥ to compare two values.
From the question, we have the following inequality expression given as
(2/3)y - 4 ≥ 2
Add 4 to both sides of the inequality
So, we have the following representation
2/3y ≥ 2
Multiply both sides of the inequality expression by 3/2
y ≥ 3
Hence, the solution to the given inequality expression is y ≥ 3
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A coordinate grid is mapped on a video game screen, with the origin in the lower-left corner. A game designer programs a helicopter to follow a path that can be modeled by a quadratic function with a vertex at (16, 20) and passing through the point (4, 25). She also programs an airplane to move along a linear path that passes through the points (0, 18) and (30, 20). Which system of equations can be used to determine whether the paths of the helicopter and airplane cross?
StartLayout Enlarged Left-Brace 1st Row y = one-fifteenth x + 18 2nd Row y = StartFraction 5 Over 144 EndFraction (x minus 16) squared + 20 EndLayout
StartLayout Enlarged Left-Brace 1st Row y = 15 x + 18 2nd Row y = StartFraction 5 Over 144 EndFraction (x minus 16) squared + 20 EndLayout
StartLayout Enlarged Left-Brace 1st Row y = one-fifteenth x + 18 2nd Row y = Negative StartFraction 5 Over 144 EndFraction (x minus 4) squared + 25 EndLayout
StartLayout Enlarged Left-Brace 1st Row y = 15 x + 18 2nd Row y = Negative StartFraction 5 Over 144 EndFraction (x minus 4) squared + 25 EndLayout
Answer:
1) y = (1/15)x + 18
2) y = (5/144) (x - 16)^2 + 20
Solution:
1) The solution consists in establishing the equations that model the two paths.
2) Let's start with the easiest one. It is the linear path.
You have that the equation is a line that passes through the points (0,18) and (30,20). This equation is found using this formula:
[tex]\dfrac{y-b}{x-a} =\dfrac{d-b}{c-a}[/tex]
where the two points are (a,b) and (c,d)
So, for the two points given:
[tex]\dfrac{y-18}{x-0} =\dfrac{20-18}{30-0} =\dfrac{2}{30}[/tex]
=> [tex](y - 18)\times30 = x\times2[/tex]
=> [tex]30y - 540 = 2x[/tex]
=> [tex]30y = 2x + 540[/tex]
=> [tex]y = 2x \div 30 + 540 \div 30[/tex]
=> y = x/15 + 18 ---------------> this is the first equation of the system.
3) Now, find the equation for the path modeled by the quadratic function.
The vertex form of a quadratic function is: [tex]y = A (x - h)^2 + k[/tex]
where the vertex is (k,h).
Then, so far you can write [tex]y = A (x - 16)^2 + 20[/tex]
Now, replace the coordinates of the point (4,25) to find the value of A:
[tex]25 = A (4 - 16)^2 + 20[/tex]
=> [tex]25 = A (-12)^2 + 20[/tex]
=> [tex]25 = A\times144 + 20[/tex]
=> [tex]144A = 25 - 20[/tex]
=> [tex]144\ A = 5[/tex]
=> [tex]A = 5 \div 144[/tex]
=> y = (5 / 144) (x - 16)^2 + 20 ---------> this is the second equation of the system.
System:
1) [tex]y = (\frac{1}{15} )x + 18[/tex]
2)[tex]y = (\frac{5}{144} )\ (x - 16)^2 + 20[/tex]
The ratio of x to y is 5 to 6 , and the ratio of z to y is 7 to 3. What is the ratio of x to z ?
The ratio of x to z is equal to 15 : 42.
What is a ratio?In Mathematics, a ratio can be defined as a mathematical expression that's used to denote the proportion of two (2) or more quantities with respect to one another and the total quantities.
Based on the information provided above, we have the following ratio parameters:
x : y = 5 : 6 ⇒ x/y = 5/6
z : y = 7 : 3 ⇒ z/y = 7/3
Therefore, we can logically deduce the following:
x/z = x/z × y/y
x/z = x/y × y/z
x/z = 5/6 × 3/7
x : z = 15 : 42
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please help! i need help with this problem. i have the answer but i have no idea how to factor it
Answer:
(q²-p)(p²-q), 240
Step-by-step explanation:
Q1 p²q²+pq-q³-p³=(p²q²-q³)+(pq-p³)
=q²(p²-q)-(p³-pq)
=q²(p²-q)-p(p²-q)
=(q²-p)(p²-q)
Q2 If p=4 and q=-4
(4)²(-4)²+(4) x(-4)-(-4)³-4³=256-16+64-64=240
Answer:
please mark as brainliest
Learning Unit 5 Discussion Question -- Introduction to Algebra
33 unread replies. 33 replies. To prepare for this class discussion, you can either look at prices of a grocery product online or in a grocery store. Pick a product that comes in at least two different sizes and compare the unit prices of that product at the same store or online. Pick a product and compare the unit price of that product at two different stores/online shops (the sizes can be the same or different). Give your answer in cents per unit size and round your answer to the nearest hundredth. Which is the better deal
Shop A sells 16 ounces of peanut butter for $3.99 (24.94 cents/oz), but Store B sells 32 ounces for $6.49 (20.28 cents/oz). At 20.28 cents/oz, Shop B is offering a better price.
To save money while shopping, it is important to compare unit pricing of supermarket items. In this analysis, we contrasted the unit costs of peanut butter at two various retailers. Shop A sells 16 ounces for $3.99, which works out to 24.94 cents per ounce; Store B sells 32 ounces for $6.49, which works out to 20.28 cents per ounce. With a cheaper unit price of peanut butter, Shop B is the preferable option. Comparing unit prices makes it simple to identify which retailer is providing the greatest bargain for the item we need to purchase.
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Please ASAP Help
Will mark brainlest due at 12:00
Answer: C
Step-by-step explanation:
Find the positive difference between the x and y values to get the other end pt.
[tex]1-(-3)\\1+3\\4[/tex]
Which represents the change in x.
[tex]-2-(-8)\\-2+8\\6[/tex]
Change in y
Add the change to the x and y coordinates to the coordinates of the midpoint and that will be the answer
[tex](1+4,-2+6)\\(5,4)[/tex]
Which is Option C
Answer:
A. F(5,4)
Step-by-step explanation:
x(E) = [x(D) + x(F)]/2
2(1) = -3 + x(F)
x(F) = 2 + 3 = 5
y(E) = [y(D) + y(F)]/2
2(-2) = -8 + y(F)
y(F) = -4 + 8 = 4
=> F(5,4)
HURRY UP Please answer this question
In response to the supplied query, we may state that 759 is the value decimal entered into the green box.
what is decimal?Both integer and non-integer values are frequently stated in decimal form. Non-integer values are now part of the enlarged Hindu-Arabic numeral system. The process of representing numbers in the decimal system is referred to as decimal notation. A decimal is a number that consists of both a whole and a fractional part. Whole and partially entire quantities are expressed numerically using decimal numbers, which fall between integers. A decimal number's whole number and its fractional component are separated by a decimal point. The decimal point is the dot that separates the full number from the fractions. For instance, 25.5 is a decimal number.
We may leverage the fact that 0.83 is a decimal representation of a rational number with a finite decimal portion to express 0.83 as a fraction. We may say it this way:
0.83 = 83/100
[tex]8.39 = 8 + 0.39\s= 8 + 39/100\s= 8 + 39/(10^2)\s= 8 + F/(10) (10)[/tex]
Now that the decimal is gone from the right-hand side's numerator, we may multiply both sides by 10:
[tex]10 * 8.39 = 10 * (8 + F/10)\\839 = 80 + F\sF = 839 - 80 = 759[/tex]
So, 8.39 may be expressed as the following fraction:
8.39 = 8 + 0.39 = 8 + 39/100 = 8 + 759/1000
759 is the value entered into the green box.
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In Case Study 19. 1, we learned that about 56% of American adults actually voted in the presidential election of 1992, whereas about 61% of a random sample claimed that they had voted. The size of the sample was not specified, but suppose it were based on 1600 American adults, a common size for such studies.
a. Into what interval of values should the sample proportion fall 68%, 95%, and almost all of the time?b. Is the observed value of 61% reasonable, based on your answer to part a?c. Now suppose the sample had been of only 400 people. Compute a standardized score to correspond to
The sample proportion should fall between 56.8% and 65.2% of the time for 68% confidence, between 54.6% and 67.4% of the time for 95% confidence, and between 53.4% and 68.6% of the time for almost all of the time.
a. 68%: The sample proportion should fall between 56.8% and 65.2% of the time.
95%: The sample proportion should fall between 54.6% and 67.4% of the time.
Almost all of the time: The sample proportion should fall between 53.4% and 68.6% of the time.
b. Yes, the observed value of 61% is reasonable, based on the answer to part a.
c. For a sample of 400 people, the standardized score corresponding to the 61% response would be 0.5, which would not be considered extreme.
The sample proportion should fall between 56.8% and 65.2% of the time for 68% confidence, between 54.6% and 67.4% of the time for 95% confidence, and between 53.4% and 68.6% of the time for almost all of the time. For a sample of 400 people, the standardized score corresponding to the 61% response would be 0.5, which would not be considered extreme.
The complete question is :
In Case Study 19. 1, we learned that about 56% of American adults actually voted in the presidential election of 1992, whereas about 61% of a random sample claimed that they had voted. The size of the sample was not specified, but suppose it were based on 1600 American adults, a common size for such studies.
a. Into what interval of values should the sample proportion fall 68%, 95%, and almost all of the time?
b. Is the observed value of 61% reasonable, based on your answer to part a?
c. Now suppose the sample had been of only 400 people. Compute a standardized score to correspond to the 61% response and determine if this would be considered extreme.
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