the midpoint is AB is M (4,-5) if the coordinates of A are (6,-4) what are the coordinates of B

Answer:

3

Step-by-step explanation:

The opposite of -3 is 3.

Answer:

got

submited

showed

arrived

already filled

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

Estimates are used to make prediction about an actual value

The chart is given as:

Fruit     Cost                  Estimated

Apple   $1.75/pound     8.75

Orange $2.35/pound   9.40

Banana $1.50/pound    4.50

The number of pounds of each fruit Annie bought are:

[tex]Apples= 5[/tex]

[tex]Orange = 4[/tex]

[tex]Banana = 3[/tex]

(a) The estimated amount

To do this, we make use of the estimated column.

So, we have:

[tex]Estimated = \sum Cost \times Pounds[/tex]

[tex]Estimated =1.75*5+8.75*4+1.50*3[/tex]

Approximate the prices

[tex]Estimated =2*5+9*4+2*3[/tex]

[tex]Estimated =52[/tex]

Hence, Annie estimated spending $52

(b) The actual amount spent

To do this, we make use of the cost column.

So, we have:

[tex]Actual = \sum Cost \times Pounds[/tex]

[tex]Actual =1.75*5+8.75*4+1.50*3[/tex]

[tex]Actual =48.25[/tex]

Hence, Annie actually spent $48.25

(c) The decision

By comparison, the estimated spending is greater than the actual amount spent.

Hence, your estimation is an overestimation

Read more about estimation at:

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Answer:

Step-by-step explanation:

Answer:

75 miles

Step-by-step explanation:

because half of 50 is 25 so 25x2 is 50 and 50 plus 25 is 75

Answer:

75

Step-by-step explanation:

count by 25's

25+25=50

50+25=75

Answer:

the answer is------------ 1/4.4.4

If you're like me and don't remember hyperbolic identities (especially involving inverse functions) off the top of your head, recall the definitions of the hyperbolic cosine and sine:

[tex]\cosh(x) = \dfrac{e^x + e^{-x}}2 \\\\ \sinh(x) = \dfrac{e^x - e^{-x}}2[/tex]

Then differentiating yields

[tex]\dfrac{\mathrm d(\cosh(x))}{\mathrm dx} = \dfrac{e^x-e^{-x}}2 = \sinh(x) \\\\ \dfrac{\mathrm d(\sinh(x))}{\mathrm dx} = \dfrac{e^x+e^{-x}}2 = \cosh(x)[/tex]

so that by the chain rule, if

[tex]y = \cosh\left(4\tanh^{-1}(x)\right)[/tex]

then

[tex]\dfrac{\mathrm dy}{\mathrm dx} = \dfrac{\mathrm d\left(\cosh\left(4\tanh^{-1}(x)\right)\right)}{\mathrm dx} = \sinh\left(4\tanh^{-1}(x)\right) \dfrac{\mathrm d\left(4\tanh^{-1}(x)\right)}{\mathrm dx}[/tex]

Now, let [tex]z=4\tanh^{-1}(x)[/tex], so that (•) [tex]\tanh\left(\frac z4\right) = x[/tex].

Recall that

[tex]\tanh(x) = \dfrac{\sinh(x)}{\cosh(x)} = \dfrac{e^x-e^{-x}}{e^x+e^{-x}}[/tex]

and so the derivative of tanh(x) is

[tex]\dfrac{\mathrm d(\tanh(x))}{\mathrm dx} = \dfrac{(e^x+e^{-x})(e^x+e^{-x})-(e^x-e^{-x})(e^x-e^{-x})}{(e^x+e^{-x})^2} \\\\ = \dfrac{4\cosh^2(x)-4\sinh^2(x)}{4\cosh^2(x)} \\\\ = 1-\tanh^2(x) = \mathrm{sech}^2(x)[/tex]

where the last equality follows from the hyperbolic Pythagorean identity,

[tex]\cosh^2(x)-\sinh^2(x) = 1 \implies 1-\tanh^2(x) = \mathrm{sech}^2(x)[/tex]

Differentiating both sides of (•) implicitly with respect to x gives

[tex]\dfrac{\mathrm d\left(\tanh\left(\frac z4\right)\right)}{\mathrm dx} = \dfrac{\mathrm d(x)}{\mathrm dx} \\\\ \mathrm{sech}^2\left(\dfrac z4\right)\dfrac{\mathrm d\left(\frac z4\right)}{\mathrm dx} = 1 \\\\ \dfrac14 \mathrm{sech}^2\left(\dfrac z4\right) \dfrac{\mathrm dz}{\mathrm dx} = 1 \\\\ \dfrac{\mathrm dz}{\mathrm dx} = 4\cosh^2\left(\dfrac z4\right) \\\\ \dfrac{\mathrm dz}{\mathrm dx} = 4\cosh^2\left(\tanh^{-1}(x)\right)[/tex]

So, the derivative we want is the somewhat messy expression

[tex]\boxed{\dfrac{\mathrm dy}{\mathrm dx} = 4\sinh\left(4\tanh^{-1}(x)\right) \cosh^2\left(\tanh^{-1}(x)\right)}[/tex]

and while this could be simplified into a rational expression of x, I would argue for leaving the solution in this form considering how y is given in this form from the start.

In case you are interested, we have

[tex]\cosh\left(\tanh^{-1}(x)\right) = \dfrac1{\sqrt{1-x^2}}[/tex]

and you can instead work on differentiating that; you would end up with

[tex]\dfrac{\mathrm dy}{\mathrm dx} = -\dfrac{16x^3+16x}{(x^2-1)^3}[/tex]

Answer:

D) X-12

Step-by-step explanation:

imagine that X = 2 or any number less than 12

A) 12 - X = 12 - 2 = 10

B) 12X = 12 ×2 = 24

C) X + 12 = 2 + 12 = 14

D) X - 12 = 2 - 12 = -10

So, the smallest number is (D)

Hope it's help.

Hello!

Answer:

g = 9

Step-by-step explanation:

(g+1)^2

Plug in 2 for g: (2+1)^2

Add 2 and 1: (3)^2

Simplify: (3 x 3)= 9

Hope this helps.

Using the inverse function, it is found that the equation is:

[tex]P(t) = \frac{e^{0.1t}}{50} + 20[/tex]

It's initial value is 20.

---------------------------

We want to find the inverse of:

[tex]y = P^{-1}(t) = 10\ln{50t - 1000}[/tex]

To do this, we exchange y and t, and isolate y.

Then:

[tex]10\ln{50y - 1000} = t[/tex]

[tex]\ln{50y - 1000} = \frac{t}{10}[/tex]

[tex]e^{\ln{50y - 1000}} = e^{0.1t}[/tex]

[tex]50y - 1000 = e^{0.1t}[/tex]

[tex]50y = e^{0.1t} + 1000[/tex]

[tex]y = \frac{e^{0.1t} + 1000}{50}[/tex]

[tex]y = \frac{e^{0.1t}}{50} + \frac{1000}{50}[/tex]

[tex]P(t) = \frac{e^{0.1t}}{50} + 20[/tex]

It's initial value is:

[tex]P(0) = \frac{e^{0.1(0)}}{50} + 20 = 0.02 + 20 = 20.02[/tex]

Rounding, 20.

A similar problem is given at https://brainly.com/question/23950969

Answer:

P = 1/50e^0.1t + 20

Step-by-step explanation:

Answer:

6xy + 2x

Step-by-step explanation:

Simplify the expression.8xy-(x+2xy)+3x​

Answer:

144 students

Step-by-step explanation:

12/28=3/7

3/7*336=144

Unit rate is the quantity of an amount of something at a rate of one of another quantity.

If out of 28 students, 12 students packed their lunch.

The number of students who packed their lunch out of 336 students is 144 students.

It is the quantity of an amount of something at a rate of one of another quantity.

Example:

3 miles in 3 hours.

1 mile in one hour.

We have,

In a class of 28 students, 12 students packed their lunch.

We can write this as:

28 students = 12 students packed lunch ______(1)

We have to make 28 students into 336 students.

This can be done by multiplying 12 on both sides of the equation (1)

Multiply 12 on both sides.

12 x 28 students = 12 x 12 students packed lunch

336 students = 144 students packed lunch

Thus,

The number of students who packed their lunch out of 336 students is 144 students.

Learn more about unit rates here:

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#SPJ5

Answer:

62•4=248

[tex]63^{4} =2^{24}[/tex]

Step-by-step explanation:

I didn't know which one you needed so here's both.

Answer:

-4/45

Step-by-step explanation:

[tex]\dfrac{-6}{35}*\dfrac{14}{27}=\dfrac{-6}{5}*\dfrac{2}{27}[/tex]

14 and 35 are given by 7th table.

               [tex]= \dfrac{-2}{5}*\dfrac{2}{9}[/tex]      

Now , 6 and 27 are given by 3rd table

                [tex]=\dfrac{-4}{45}[/tex]

Answer:

-4/45

Step-by-step explanation:

2.03 Quiz: Multiply Signed Fractions

Answer:

90

Step-by-step explanation:

you can multiply anything here in any order.

you could first do 5 times -9

5 * -9 = -45

and then multiply the -2 to the -45

-2 * -45 = 90

Answer:

Setting up problems like this requires a "system of equations." We'll call the two numbers "A" and "B." Make an equation out of the first sentence. "Sum" means the answer to an addition problem.

A + B = 45

After that, make an equation out of the second sentence. "Difference" means subtraction.

A - B = 3

There are two ways to solve this problem. The two ways are called "elimination" and "substitution." I don't know which way you usually do it, but for this case, elimination is more efficient, so I'll teach you how to do that. Look how "B" is positive in the first equation, but negative in the second equation. If these two equations get added together, the B-terms will cancel.

A + B = 45

A - B = 3

-------------

2A = 48

A = 24

Perfect, we got one of the numbers, which is 24. Plug in A = 24 into any of the equations to find B.

A + B = 45

24 + B = 45

B = 21

This means that our two magic numbers are 24 and 21. The product of these numbers can be found by multiplying them to get 504 (C). I hope this helps, and good luck with the rest of your math class!

Step-by-step explanation:

please mark me as brainlest

Answer:

igneous

Step-by-step explanation:

igneous rocks are made out of molten lava or magma

Answer:

sedimentary rock/igneous rock and Metamorphic rock

Step-by-step explanation:

Answer:

25

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

Answer:

1) Yes, it is rational.

2) Yes, it is rational.

3) There are three repeating digits.

Step-by-step explanation:

Lets solve them in order.

1) First lets see what the characteristics of a rational number are. We know that, to be a rational number, a number must either:

An irrational number is a number that never repeats or ends. They are also not integers, but we will focus on the never repeats or ends part.

So, lets look at it. Does 0.147 repeat, terminate, be expressed as a fraction, and is it an integer? Well, its not an integer, it doesn't repeat, and it isn't a fraction. However, it does terminate, which means it is rational.

2) Is 0.147 repeating a rational or irrational number. Remember, we need to see if it terminates, repeats, is an integer, or is a fraction. Well, it doesn't terminate, it is not a fraction, and it is not an integer. However, it does repeat. That means that it is a rational number.

3) Now, to figure out how many repeating digits there are. In math, we know that the line above the numbers in the decimal place means that they repeat. So simply find out how many digits are below that line. Well, we see that 1, 4, and 7 are under the line. In total that is three digits. So the answer is 3.

Answer:

the answer is d (the last one)

Step-by-step explanation:

2.25 * 2 = 4.5

+

7.25 * 3 = 21.75

= 26.25

he needs 35, so it's not enough

Answer:

Step-by-step explanation:

-(8/11)/(-3/5) = -(8/11)*(-5/3)

-(8/11)*(-5/3) = 40/33  [ or 1 7/33]

I can't interpret the rest of the question.  I see:

"Add 2/5 + 3/6 + 1/4 0 1 11/60 O 13/20 o 17/20 1 13/60"

Answer:

• If h(x) is 17, equate the whole function to 17

[tex]{ \tt{5x + 2 = 17}} \\ \\ { \tt{5x = 17 - 2}} \\ \\ { \tt{5x = 15}} \\ \\ { \boxed{ \tt{x = 3}}}[/tex]

The sample will also be normally distributed, with same mean as the population, so µ = 70.5, but the standard deviation would be divided by the square root of the sample size, so σ = 2.6/√5 ≈ 1.16.

N(70.5, 1.16)

The sample will also be normally distributed, with the same mean as the population(µ = 70.5) and the standard deviation of 1.16 inches.

A normal distribution is a probability distribution that is used to represent events with a default behaviour and accumulated potential departures from it.

As it is given that the heights of male seniors in high school closely follow a normal distribution N(µ,σ) = N(70.5,2.6), where the units are inches.

Therefore, the mean will be the same (µ = 70.5), but the standard deviation for the sample size of the heights of five male seniors, can be written as,

[tex]s=\dfrac{\sigma}{\sqrt n} = \dfrac{2.6}{\sqrt5} = 1.16[/tex]

Hence, The sample will also be normally distributed, with the same mean as the population(µ = 70.5) and the standard deviation of 1.16 inches.

Learn more about Normal Distribution:

https://brainly.com/question/12421652

Answer:

x=19/10

Step-by-step explanation:

Step 1: Simplify both sides of the equation.

1/5(x+0.5)+5.24=3/2x +x+7/10(x+2.2)

(1/5)(x)+(1/5)(0.5)+5.24=3/2x+(7/10)(x)+(7/10)(2.2)(Distribute)

1/5x+0.1+5.24=3/2x+7/10x+1.54

(1/5x)+(0.1+5.24)=(3/2x+7/10x)+(1.54)(Combine Like Terms)

1/5x+5.34=11/5x+1.54

Step 2: Subtract 11/5x from both sides.

1/5x+5.34−11/5x=11/5x+1.54−11/5x

−2x+5.34=1.54

Step 3: Subtract 5.34 from both sides.

−2x+5.34−5.34=1.54−5.34

−2x=

−19/5

Step 4: Divide both sides by -2.

−2x=−19/5

x= 19/10

Answer:

x= 19/10

Answer:

This is SURD, but the question is not well imputed (isn't well formed) some should be in bracket and left with one outside. check it well