Hello,
3a - 2 + 5a + 3 + 6a + 1 = 86
14a + 2 = 86
14a = 86 - 2
14a = 84
a = 84/14
a = 6
lengths :
3a - 2 = 3 × 6 - 2 = 18 - 2 = 16 cm
5a + 3 = 5 × 6 + 3 = 30 + 3 = 33 cm
6a + 1 = 6 × 6 + 1 = 36 + 1 = 37 cm
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question-
jack jogs and rides his bike for a total of 75 minutes every day. he rides his bike 15 minutes more than he jogs.
part a: write a pair of linear equations to show the relationship between the number of minutes jack jogs (x) and the number of minutes he rides his bike (y) every day.
part b: how much time does jack spend jogging every day?
part c: is it possible for jack to have spent 60 minutes riding his bike every day? explain your reasoning.
The answers have been shown below.
To find the answers:Questions regarding the time spent by Jack jogging and bike riding are needed to be answered.
(A) The equations are [tex]x+y=75, y=15+x[/tex]
Time spent jogging is 30 minutes
The total time would be [tex]45+60=105[/tex] minutes which is not equal to 75 minutes.
(B) Let [tex]x[/tex] be the time spent jogging.
[tex]y[/tex] be the time spent bike riding.
[tex]x+y=75\\y=15+x\\x+15+x=75\\2x+15=75\\x=\frac{75-15}{2} =30[/tex]
Time spent jogging is 30 minutes.
[tex]y=60\\x+y=75[/tex]
(C) If he rides his bike 15 minutes longer than he jogs then he would have to jog [tex]60-15 = 45[/tex] minutes.
Therefore, the total time would be [tex]45+60=105[/tex] minutes which is not equal to 75 minutes.
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6. a. Sixty students in a class took an examination in Physics and Mathematics. If 17 of them passed Physics only, 25 passed in both Physics and Mathematics and 9 of them failed in both subjects, find i. the number of students who passed in Physics ii. the probability of selecting a student who passed in Mathematics 17
Let [tex]C[/tex] be the set of all students in the classroom.
Let [tex]P[/tex] and [tex]M[/tex] be the sets of students that pass physics and math, respectively.
We're given
[tex]n(C) = 60[/tex]
[tex]n(P \cap M') = 17[/tex]
[tex]n(P \cap M) = 25[/tex]
[tex]n((P \cup M)') = n(P' \cap M') = 9[/tex]
i. We can split up [tex]P[/tex] into subsets of students that pass both physics and math [tex](P\cap M)[/tex] and those that pass only physics [tex](P\cap M')[/tex]. These sets are disjoint, so
[tex]n(P) = n(P\cap M) + n(P\cap M') = 25 + 17 = \boxed{42}[/tex]
ii. 9 students fails both subjects, so we find
[tex]n(C) = n(P\cup M) + n(P\cup M)' \implies n(P\cup M) = 60 - 9 = 51[/tex]
By the inclusion/exclusion principle,
[tex]n(P\cup M) = n(P) + n(M) - n(P\cap M)[/tex]
Using the result from part (i), we have
[tex]n(M) = 51 - 42 + 25 = 34[/tex]
and so the probability of selecting a student from this set is
[tex]\mathrm{Pr}(M) = \dfrac{34}{60} = \boxed{\dfrac{17}{30}}[/tex]
At a 95-percent confidence level, what should be the cutoffs from the left and right sides of a normal distribution?
The cutoffs from the left and right sides of normal distribution at a 95-percent confidence level are 1.96.
What is the confidence level?The confidence level, which is used in statistics, describes the likelihood that the estimation of a statistical parameter's location in a sample survey is also true for the population.
Confidence levels must be decided upon in advance when surveying since they affect the survey's essential scope and error margin. Confidence intervals of 90, 95, and 99 percent are widely employed in surveys.
If the confidence level were set at 95%, there is a very good likelihood that the population's arithmetic mean, as a statistical number, will fall within the survey's established margins of error.
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In AON networks, a(n) __________ is a point where one or more lines (arrows) begin or terminate, commonly used for depicting an event or activity.
In AON networks, "node" is a point where one or more lines (arrows) begin or terminate, commonly used for depicting an event or activity.
What is Activity-on-Node (AON) diagram?Scheduling logic diagrams of the most fundamental kind. Any activity on the schedule that has no float; Total Float = 0; is considered a critical activity.
Between the project's start and finish, there are vital activity(s) that must be completed continuously. This is known as the critical path.
The importance of AON diagram are-
Because it helps identify the essential path, the arrow diagram is crucial for the project timeline. The critical route is used to determine the most effective schedule while still achieving the objectives required for a project to be successful. The critical path indicates the longest time of every dependent task.It is possible to organize tasks and determine not only when they must be finished but also which ones must be performed and which ones can be skipped while still reaching the project's goals and objectives by creating a schedule. An arrow diagram is essential because of this. It results in the project's ideal schedule.To know more about the AOA and AON networks, here
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Label the midpoint of PQ as point S, the midpoint of QR as point T, and the midpoint of RP as point U.
Next, draw PT, QU, and RS.
Which statements are true?
m∠Q = m∠R
The length of QU is half the length of RP.
m∠P + m∠Q + m∠R = 180°
QU ≅ RS
PT, QU, and RS intersect at the same point.
The sum of the lengths of QU and RS is equal to the length of PT.
Step-by-step explanation:
1. Not neccesarily true
2. Not necessarily true
3. True because angles in a triangle add to 180°
4. Not necessarily true
5. True because the medians are being constructed, and the three medians of a triangle are always concurrent.
6. Not necessarily true
The statements that are true about the triangle are:
Option C: m∠P + m∠Q + m∠R = 180°
Option E: PT, QU, and RS intersect at the same point.
How to find the true statements of the triangle?1. m∠Q = m∠R: This is not true because there is no indication that the angles are equal.
2.The length of QU is half the length of RP: This is not true because there is no length given to show that measurement.
3. m∠P + m∠Q + m∠R = 180°:
This is true because the sum of angles in a triangle add to 180°
4. QU ≅ RS:
This is not true because we are not told that they are congruent
5. PT, QU, and RS intersect at the same point:
This is true because the medians are being constructed, and the three medians of a triangle are always concurrent.
6. The sum of the lengths of QU and RS is equal to the length of PT: This is not true because we are not told that.
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Function n models a cubic function in function n represents a cubic function that passes through the points (-1,0) (0,2) brainly
The y-intercept of m is smaller than n of y-intercept.
function's y-interceptThe points where a line crosses an axis are known as the x-intercept and the y-intercept, respectively.
A function's y-intercept is the value of y when
x= 0
The cubic function represented by function n traverses the points (-1,0) and (0,2).
When, x=0 ,y=2 and y = 2 is the y-intercept.
Operation m:
When, x=0,y = -6 the y-intercept is y = -6, which is less than 2, meaning that the y-intercept of m is smaller than the y-intercept of n, and option A provides the correct response.So the y-intercept of m is smaller than n of y-intercept.
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a. Find the linear approximating polynomial for the following function centered at the given point a. b. Find the quadratic approximating polynomial for the following function centered at the given point a. c. Use the polynomials obtained in parts a. and b. to approximate the given quantity.
The polynomial approximate values are
a. The linear approximating polynomial is p1(x) = 2 - x
b.The quadratic approximating polynomial is p2(x) = x² - 3*x + 3
c. The approximating polynomial value is p1(0.97) = 1.03; p2(0.97) = 1.0309
According to the statement
we have given that the f(x) = 1/x
And we have to find that polynomial approximate values which are written below
The linear approximating polynomial And quadratic approximating polynomial And approximate the given quantity of polynomials obtained in parts a. and b.
So, the given function is f(x) = 1/x
And
f'(x) = -1/x²
f''(x) = 2/x³
a = 1
Now, we find the linear approximating polynomial
So,
a. The linear approximating polynomial is:
p1(x) = f(a) + f'(a)*(x - a)
p1(x) = 1/1 + -1/1² * (x - 1)
p1(x) = 1 - x + 1
p1(x) = 2 - x
And Now, we find the quadratic approximating polynomial
So,
b. The quadratic approximating polynomial is:
p2(x) = p1(x) + 1/2 * f''(a)*(x - a)²
p2(x) = 2 - x + 1/2 * 2/1³ * (x - 1)²
p2(x) = 2 - x + (x - 1)²
p2(x) = 2 - x + x² - 2*x + 1
p2(x) = x² - 3*x + 3
And Now, we find the approximating polynomial value
So,
c. approximate 1/0.97 using p1(x)
p1(0.97) = 2 - 0.97 = 1.03
approximate 1/0.97 using p2(x)
p2(0.97) = 0.97² - 3*0.97 + 3 = 1.0309
So, The polynomial approximate values are
a. The linear approximating polynomial is p1(x) = 2 - x
b.The quadratic approximating polynomial is p2(x) = x² - 3*x + 3
c. The approximating polynomial value is p1(0.97) = 1.03; p2(0.97) = 1.0309.
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Disclaimer: This question was incomplete. Please find the full content below
Question:
A. Find the linear approximating polynomial for the following function centered at the given point a. b. Find the quadratic approximating polynomial for the following function centeredat the given point a. c. Use the polynomials obtained in parts a. and b. to approximate the given quantity.
f(x)=1/x, a=1; approximate 1/0.97
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Why would someone choose a 10-year term length on a student loan, rather than a 25-year length?
Answer:
See below
Step-by-step explanation:
To pay the loan off more quickly.
To pay less overall interest.
Often get a lower interest rate for a shorter term loan.
Solve the inequality. Enter the answer as an inequality that shows the value of the variable; for example f > 7, or 6 < w. Where necessary, use <= to write and use >= to write . 15 > y + 10
pls help
The solution to the given inequality is y < 5
Solving inequality expressionsInequality are equations not separated by an equal sign. Given the following parameters
15 > y + 10
Subtract 10 from both sides
15 - 10 > y + 10 - 10
5 > y
Swap
y < 5
Hence the solution to the given inequality is y < 5
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PLEASE HELP AND SHOW ALL STEPS
Combining the like terms, the simplified polynomials are given as follows:
a) 4x² - 14x + 17
b) -5x² - 20x + 8
How are polynomials simplified?Polynomials are simplified combining the like terms, that is, adding these numbers with the same variable.
Item a:
4(x - 2)(x + 1) - 5(2x - 5)
Applying the distributive property:
4(x² - x - 2) - 10x + 25
4x² - 4x - 8 - 10x + 25
Combining the like terms:
4x² - 4x - 10x - 8 + 25
4x² - 14x + 17
Item b:
-5(x + 2)² + 28
-5(x² + 4x + 4) + 28
-5x² - 20x - 20 + 28
-5x² - 20x + 8
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Consider the series one-fourth, startfraction 1 over 16 endfraction startfraction 1 over 64 endfraction startfraction 1 over 256 endfraction ellipsis which expression defines sn? limit of (one-fourth) superscript n baseline as n approaches infinity limit of (1 minus (one-fourth) superscript n baseline) as n approaches infinity limit of one-third (1 minus (one-fourth) superscript n baseline) as n approaches infinity limit of one-third (one-fourth) superscript n baseline as n approaches infinity
The sum of the series is: (c) lim n⇒∝ 1/3(1 - (1/4)^n)
How to evaluate the sum of the series?The complete question is added as an attachment
The given series is a geometric series. So, we first calculate the common ratio (r) using:
r = T2/T1
From the series, we have:
T1 = 1/4 and T2 = 1/16
Substitute the known values in the above equation
r = (1/16)/(1/4)
So, the equation becomes
T = 1/16 / 1/4
Rewrite as product
T = 1/16 * 4
Evaluate the product
r = 1/4
The formula to calculate the sum of a geometric series of is:
Sn = a(1 - r^n)/(1 - r)
Where
a = 1/4 -- the first term
r = 1/4 --- the common ratio
Substitute the known values in the above equation
Sn = 1/4 * (1 - (1/4)^n)/(1 - 1/4)
Simplify the denominator
Sn = 1/4 * (1 - (1/4)^n)/(3/4)
Divide 1/4 by 3/4
Sn = 1/3 * (1 - (1/4)^n)
Take the limit to infinity of the series
Sn = lim n⇒∝ 1/3(1 - (1/4)^n)
We can conclude that, the sum of the series is: (c) lim n⇒∝ 1/3(1 - (1/4)^n)
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Answer:
Step-by-step explanation:
B
Quick algebra 1 question for some points!
Only answer if you know the answer, quick shout-out to Subtomex0, tysm for the help!
[tex] \frac{y}{x} = \frac{4}{ - 3} = \frac{8}{ - 6} = \frac{12}{ - 9} \\ this \: relation \: holds \: so \: y \: varies \\ directly \: with \: x[/tex]
[tex] \frac{ 4}{3} m = \frac{8}{ - 6} \\ m = \frac{ \frac{ - 8}{6} }{ \frac{3}{ - 4} } = \frac{8 \times 4}{6 \times 3} = \frac{32}{18} = 2 \\ multipling \: by \: 2[/tex]
2)[tex] \frac{y}{x} = \frac{ - 40}{ - 0.5} = \frac{8}{2.5} = \frac{5}{4} \\ \frac{y}{x} = 80 = 3.2 = 1.25 \\ this \: is \: untrue \: so \: y \: is \: not \\ varying \: directly \: with \: x[/tex]
[tex]no \: constant \: of \: variation[/tex]
4)[tex] \frac{y}{x} = \frac{21}{3} = \frac{31.5}{4.5} = \frac{38.5}{5.5 \\ } \\ \frac{y}{x} = 7 = 7 = 7 \\ y \: varies \: directl y\: with \: x \\ consant \: of \: var = \frac{y}{x} = 7[/tex]5)[tex] \frac{y}{x} = \frac{30}{6} = \frac{35}{7} = \frac{96}{8} \\ \frac{y}{x} = 5 = 5 = 12 \\ y \: does \: not \: vary \: directly \: with \: x[/tex]
Which of the following could be appropriate values for an equation to be in Standard Form (Ax + By = C)?
A=-6, B = 8 and C = 3
A=4, B = 0 and C = 9
A=1/6, B = 2/9 and C=0
A=4, B = 1/4 and C=0
Answer:
(2) A=4, B=0, C=9 . . . (4x = 9)
Step-by-step explanation:
A linear equation in standard form has mutually prime integer coefficients with a positive leading coefficient.
Choices:The leading coefficient is negative. Not appropriateCoefficients meet the criteria. Appropriate valuesCoefficients are not integers. Not appropriateCoefficients are not integers. Not appropriateThe values that would be the appropriate values for an equation to be in standard form (Ax + By = C) is A = 4, B = 0 and C = 9.
Linear equation in standard form:The linear equation is the equation which has the coefficient as the mutual prime numbers and the coefficient must be the positive leading coefficient.
From the choices,
A = -6, B = 8 and C = 3. In this case, the coefficient of x (A = -6) is negative, which doesn't leads to positive leading coefficient.A = 4, B = 0 and C = 9. In this case, the coefficient also leads to positive leading coefficient and also lead to mutual prime.A = 1/6, B = 2/9 and C = 0. In this case, the coefficient of x and y which are A = 1/6 and B = 2/9 are integers, which doesn't leads to mutual prime.A = 4, B = 1/4 and C = 0. In this case, the coefficient of y which is B = 1/4 is integers, which doesn't leads to mutual prime.Therefore, the values that would be the appropriate values for an equation to be in standard form as it lead to positive leading coefficient and mutual prime is A = 4, B = 0 and C = 9.
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what is 4x-5/3+2x=7+2/9x+2
Simplifying the expression gives 36x^2 - 82x - 10 = 0
How to simplify the expressionGiven the expression;
4x-5/3+2x=7+2/9x+2
[tex]\frac{4x - 5}{3 + 2x} = \frac{9}{9x + 2}[/tex]
Cross multiply
[tex]4x - 5( 9x + 2) = 9 (3 + 2x)[/tex]
Expand the bracket
[tex]36x^2 + 8x - 45x - 10 = 27x + 18x[/tex]
Collect like terms
36x^2 + 8x - 45x - 27x - 18x = 0
Add the like terms
36x^2- 82x - 10 = 0
Thus, simplifying the expression gives 36x^2- 82x - 10 = 0
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Which one of the following would most likely have a negative linear correlation coefficient? A. distance driven in a car compared to the hours spent driving B. length of a driveway compared to number of cars owned C. temperature of a refrigerator compared to the number of items inside of it D. amount of money spent on baby food as a child ages
The statement that would most likely have a negative linear correlation coefficient is amount of money spent on baby food as a child ages
What is correlation?Correlation coefficient is the value that relates two variables in question. Correlation can be positive, negative or no correlation
Note that the correlation coefficients are only values from 0 and 1. The statement that would most likely have a negative linear correlation coefficient is amount of money spent on baby food as a child ages
The amount of money spent on a baby is never a function of its age. The baby will age regardless.
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Rational functions v and w both have a point of discontinuity at x = 7. which equation could represent function w?
The correct option is C.
The formula that could be used to represent a function w is
= w(x)=v(x-7)+7
What is Rational function?A polynomial divided by another polynomial can be used to represent a rational function. Since polynomials are defined everywhere, the set of all numbers excluding the zeros in the denominator constitutes the domain of a rational function.
Example 1. x = f(x) (x - 3). The denominator, x = 3, only contains one zero. When the denominator is zero, rational functions are no longer defined.
According to the given Information:
Rational functions whose point of discontinuity is at x=7.
When a point of discontinuity exists for a rational function,
It occurs when:
q(x) = r(x-a), x=a
In this instance, we are required to notice the following relationship, which is a union of a parent rational function and a vertical translation:[tex]w(x)=v(x-a)+k\\ \forall k \in \mathbb{R}[/tex], (2)
If we are aware of a=7 and k=7 .
The equation that could be used to represent a function w is. w(x)=v(x-7)+7
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I understand that the question you are looking for is:
Rational functions v and w both have a point of discontinuity at x = 7. Which equation could represent function w?
A. w(x)=v(x-7)
B. w(x)=v(x+7)
C. w(x)=v(x-7)+7
D. w(x)=v(x)+7
SOLVE ASAP
X + x/3 = 4/9
solve for x!!
The value of 'x' from the expression is 1/3
How to determine the value
Given the expression;
[tex]x + \frac{x}{3} = \frac{4}{9}[/tex]
Find the LCM of the left side, we have
[tex]\frac{3x + x}{3} = \frac{4}{9}[/tex]
Cross multiply
[tex]9(4x) = 4 *3[/tex]
[tex]36x = 12[/tex]
Make 'x' the subject
[tex]x = \frac{12}{36}[/tex]
x = [tex]\frac{1}{3}[/tex]
Thus, the value of 'x' from the expression is 1/3
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Hello !
Answer:
[tex]\boxed{\sf x=\dfrac{1}{3} }[/tex]
Step-by-step explanation:
Our aim is to find the value of x that verifies the following equation :
[tex]\sf x+\frac{x}{3} =\frac{4}{9}[/tex]
Let's isolate x :
Multiply both sides by 3 :
[tex]\sf 3(x+\frac{x}{3} )=\frac{4}{9}\times 3\\ \sf 3x+x=\frac{4}{3}[/tex]
Now we can combine like terms :
[tex]\sf 4x=\frac{4}{3}[/tex]
Finally, let's divide both sides by 4 :
[tex]\sf \frac{4x}{4} =\frac{4}{3} \times \frac{1}{4} \\\boxed{\sf x=\dfrac{1}{3} }[/tex]
Have a nice day ;)
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In the figure below, parallel lines I and m are intersected by the transversal t. Based on the information given in the figure, what is the measure, in degrees, of x?
Answer:
there should have been names of every line and joining parts
In a mid-size company, the distribution of the number of phone calls answered each day by each of the 12 receptionists is bell-shaped and has a mean of 50 and a standard deviation of 3. using the empirical rule, what is the approximate percentage of daily phone calls numbering between 47 and 53?
68% of the daily phone calls answered by the company are between 47 and 53.
What is empirical rule?Empirical rule states that for a normal distribution, 68% of the data are within one standard deviation from the mean, 95% of the data are within two standard deviation from the mean and 99.7% of the data are within three standard deviation from the mean.
Given mean of 50 and a standard deviation of 3
68% are within one standard deviation from mean = mean ± standard deviation = 50 ± 3 = (47, 53)
68% of the daily phone calls answered by the company are between 47 and 53.
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4. Find the solution to the equation below.
please finish
this
problem
Answer:
w = 12
Step-by-step explanation:
We are given the equation:
[tex]\displaystyle{\dfrac{w-2}{4} = \dfrac{2w+1}{10}}[/tex]
First, clear out the denominators by multiplying both sides by LCM. In this scenario, our LCM is 40. Thus, multiply both sides by 40:
[tex]\displaystyle{\dfrac{w-2}{4} \cdot 40= \dfrac{2w+1}{10} \cdot 40}[/tex]
Simplify the expressions/equations:
[tex]\displaystyle{(w-2)\cdot 10= (2w+1)\cdot 4}\\\\\displaystyle{10w-20= 8w+4}[/tex]
Isolate w-variable:
[tex]\displaystyle{10w-20= 8w+4}\\\\\displaystyle{10w-8w=4+20}\\\\\displaystyle{2w=24}\\\\\displaystyle{w=12}[/tex]
Hence, the solution is w = 12
If you have any questions regarding my answer or explanation, do not hesitate to ask away in comment!
Describe the similarities and differences between solving an absolute value equation and solving an absolute value inequality.
Similarities and differences between solving an absolute value equation and solving an absolute value inequality are shown below.
Similarities and differences between solving an absolute value equation and solving an absolute value inequality:
1) The absolute value equation of a number is simply the number's distance from zero.
As a result, absolute values are always positive. This is due to the fact that they always employ the positive numbers contained within the absolute value sign. As a result, we can claim that they have a range that includes all positive values.Linear equations, on the other hand, specify values that can be negative, positive, or even zero. As a result, linear equations define all values.Another distinction is that the graph of an absolute value function is V-shaped, whereas the graph of a linear function is straight.2) Absolute value inequalities and linear inequalities share the fact that they both have two variables and so require a second equation to obtain the variables.
Therefore, the similarities and differences between solving an absolute value equation and solving an absolute value inequality are shown.
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bob baked 60 cookies and brownies. the number of cookies he baked was 4 less than 3 times the number of brownies he baked. how many cookies did bob bake
Answer:
Cookies = 44
Step-by-step explanation:
universal U=60
let the number of cookies be C,
n(C)=(3*b)-4
and the number of brownies be b,
n(b)=?
n(buc)=60
b+c=60
then, c=60-b
substitute for c=60-b.
60-b=3b-4
60+4=3b+b
64=4b
b=16
c=60-b
c= 60-16
c=44
Mr. smith has 5 courses he teaches at the community college. his course a has 102 students with an average tardiness of 3 students each day. another course has an average tardiness of 5 students each day with 85 enrolled. the average of these two courses receive a b+. what percent of students are tardy in course a? do not include % in answer and round to nearest hundredth. example, if answer is 19.567%, put 19.57.
The percentage of tardiness among the 102 pupils is 2.94.
Calculation of the percentageAccording to the query,
Course A: Total number of students = 102
Number of tardy students = 3
Percent of students tardy in course A = (number of tardy students/total
number of students) * 100
=(3/102)*100
= 2.941
≈2.94
In case of course B: Total number of students = 85 & tardy student = 5
So, the percent of tardy student = (5/85)*100 = 5.88 %
Therefore, it is concluded that the percentage of student tardiness in course A is 2.94.
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I can find the perimeter and area of the rectangle
Answer:
A = 72, P = 38
Step-by-step explanation:
Area can be found by getting the area of the overall figure, and then subtracting the blank space in the corner
12 * 7 = 84
3 * 4 = 12(invisible rectangle in top right)
84 - 12 = 72
Perimeter can be found by adding all of the sides
12 + 7 + (12-4) + 3 + 4 + (7-4)
The numbers in brackets are the unlabeled sides on the top and left.
Answer:
[tex]P=38\\ A=72[/tex]
Step-by-step explanation:
To find the perimeter (P), add up all of the side lengths of the figure:
(numbers in parenthesis are the unlabeled values in the figure).
[tex]12+7+(8)+3+4+(4)=38[/tex]
To find the area of the figure (A), multiply the length and width of the original rectangle [tex](12*7=84)[/tex]. Then, subtract this amount (84) minus the area of the missing rectangle in the top left corner [tex](4*3=12)[/tex].
Subtract the required values: [tex]84-12=72[/tex].
Therefore, the perimeter of the figure is 38 units, and the area of the figure is 72 units.
The error in the measurement of the radius of a sphere is 1%, then the error in the measurement of its volume is:
The error in the measurement of its volume is 3%.
What is the radius?The radius of a circle is the distance measured from its center to its edge.The radius of your cushion's corners can be determined by placing a framing square along the edges of your corners (see illustration) and measuring from the point where the curve begins to the corner of the square.The error in the measurement of its volume is:
Volume[tex]=\frac{4\pi r^{3} }{3}[/tex]
Δv/v*100=3 ΔR/R*100
[tex]3*\frac{1}{100} *100[/tex]
=3
The error in the measurement of its volume is 3%.
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Freddie had saved 231 pennies.
Which statement best describes
the number of pennies he had?
he has 231 pennies..............
Drag each statement to the correct location on the flowchart. Not all statements will be used.
Given: AB||CDand AD||BC
Prove: ZA ZC
D
B
Complete the flowchart proof.
m/ADC = m/ADB+ m/CDB m/BCD= m/DAC+m/ACD
m/DAB= m/BCD m/ABC= m/ABD+m/CBD
entum. All rights reserved.
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m/DAB = m/DAC+m/ACD
C
m/DAB-m/DAC+m/BAC
MI
whetitution
The information to fill one the box regarding the proof include:
AB = CDAD = CBBD is common to both trianglesHow to illustrate the proof?It should be noted that when two triangles of each corresponding sides are equal, then it's said that they are similar.
Here AB = CD, and AD = CB as they illustrate the fact that they are parallel.
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18 *2^5t = 261 what is the solution of the equation
Answer:
0.772
Step-by-step explanation:
Original equation:
[tex]18 * 2^{5t}=261[/tex]
Divide both sides by 18
[tex]2^{5t} = 14.5[/tex]
Rewrite in logarithmic form ([tex]b^x=c \implies log_bc=x[/tex])
[tex]log_214.5 = 5t[/tex]
Divide both sides by 5
[tex]\frac{log_214.5}{5}=t[/tex]
Rewrite the equation so that base is 10 using change of base formula: [tex]log_ba = \frac{log_na}{log_nb}[/tex]
[tex]\frac{(\frac{log14.5}{log2})}{5}=y[/tex]
Keep, change, flip
[tex]\frac{log14.5}{log2}*\frac{1}{5} = \frac{log14.5}{5 * log2}[/tex]
Use a calculator to approximate log14.5 and log2
[tex]\frac{1.161368}{5 * 0.301029996} = t[/tex]
Multiply in denominator
[tex]\frac{1.161368}{1.505149978} = t[/tex]
Divide two values
[tex]t\approx 0.771596[/tex]
Round to nearest thousandth
[tex]t\approx 0.772[/tex]
George is driving at an average speed of 707070 miles per hour. At this rate, how long, in minutes, will it take him to complete a 400400400-mile road trip
Given the average speed and distance covered, the time taken for the driver to complete the road trip is 5.7 hours
How long will it take the driver to complete a 400-mile road trip?Speed is simply referred to as distance traveled per unit time.
Mathematically, Speed = Distance ÷ time.
Given the data in the question;
Speed = 70 miles per hourDistance traveled = 400 mileElapsed time = ?We substitute into our equation above.
Speed = Distance ÷ time
70 miles per hour = 400 mile ÷ Elapsed time
Elapsed time = 400 miles ÷ 70 miles per hour
Elapsed time = 5.7 hours
Given the average speed and distance covered, the time taken for the driver to complete the road trip is 5.7 hours.
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The function ƒ (x) = (?)* is shown on the coordinate plane. Select the drop-down menus to correctly describe the end behavior of f (x)
1. As x decreases without bound, the graph of f (x)
A. Increases without bound.
B. Approaches y=0
C. Decreases without bound
2. As x increases without bound, the graph of f (x)
A. Approaches y=0
B. Increases without bound
C. Decreases without bound
Answer: 1. A
2. A
Step-by-step explanation: