Getting the correct answer in an online school environment can be achieved through a few methods:
Read the course materials carefully: Make sure you understand the material being covered before attempting to answer questions.
Participate in online discussions: If you have questions, participate in online discussions with your classmates or instructors. This can help you better understand the material and get clarification on any points you are unsure about.
Utilize online resources: Many online schools provide access to online resources such as videos, tutorials, and practice quizzes. These can help you reinforce your understanding of the material and prepare for exams.
Ask for help: If you are still having trouble finding the correct answer, don't be afraid to reach out to your instructor or classmates for help.
Use additional study materials: Consider using outside study materials such as textbooks, study guides, and online resources to help you better understand the material.
Remember, the key to success in online school is to stay organized, be proactive, and actively engage with the course materials and your classmates. Good luck!
Getting every answer in an online school course depends on several factors, including the format of the course, the resources available, and the instructor's teaching style. Here are some tips that may help:
Utilize course resources: Most online courses provide students with a variety of resources such as textbooks, lectures, discussion forums, and quizzes. Utilize these resources to gain a deeper understanding of the material.
Participate in discussions: Participating in online discussions can be an excellent way to get answers to questions you have about the course material. You can also collaborate with other students to gain a better understanding of the course content.
Ask the instructor: If you're still unsure about a particular topic, don't be afraid to reach out to your instructor for clarification. You can send an email, participate in virtual office hours, or use a discussion forum to ask questions.
Research outside sources: You can also conduct research outside of the course to supplement your understanding of the material. Search for reputable sources, such as academic journals, to gain a better understanding of the course content.
Form a study group: If you're taking the course with other students, consider forming a study group. Studying with others can be an effective way to get answers to questions you have and to collaborate on course assignments.
Remember, the key to getting every answer in an online course is to be an active and engaged learner. Utilize all the resources available to you and don't be afraid to ask for help when needed.
Which of the following mathematical relationships could be found in a linear programming model? (Select all that apply.) (a) -1A + 2B ≤ 20 (b) 24 - 2B = 30 (c) 14 - 6B2 ≤ 10 (d) 3√A + 2B ≥15 (e) 1A + 1B = 9 (f) 24 + 68 + 1AB ≤ 36 For the relationships that are unacceptable for linear programs, state why. ___ could not be found in a linear programming model because __
Mathematical relationships could be found in a linear programming model are (b) 2A - 2B = 30 (e) 1A + 1B = 9 (f) 2A + 6B + 1AB ≤ 36
Linear programming, mathematical modeling technique in which a linear function is maximized or minimized when subjected to various constraints.
(a) -1A + 2B ≤ 20 : Cannot be found in linear programming model as linear programming model can only consists of positive linear numbers and this equation contain negative number.
(b) 2A - 2B = 30 : Can be found in linear programming model
(c) 1A - 6B2 ≤ 10 : Cannot be found in linear programming model as equation includes square variable.
(d) 3√A + 2B ≥15 : Cannot be found in linear programming model as equation includes square root variable.
(e) 1A + 1B = 9 : Can be found in linear programming model
(f) 2A + 6B + 1AB ≤ 36 : Can be found in linear programming model
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Ms Núñez sells fruit from a fruit stand. She starts the day with 80 pieces of fruit. In the morning, 5 customers each buy (p) pieces of fruit. In the afternoon, Pascal feeds each bird (b) for bird. She sees 2 pieces of fruit.
Write an algebraic expression that represents the amount of pieces of fruit Ms Núñez has after her customers and feeding the birds.
How many pieces of fruit would Ms Núñez have left of each customer bought 6 pieces of fruit and she gave 5 birds the 2 pieces of fruit?
Answer:
Step-by-step explanation:
A person invested $3, 700 in an account growing at a rate allowing the money to
double every 6 years. How much money would be in the account after 14 years, to the
nearest dollar?
Answer:
Step-by-step explanation:10299
The United States form of government is a...
O Democratic Parliament
O Republic
O Democratic Republic
O Republican Congress
Answer:
The United States form of government is a...
O Republic
can I please get the five points:)
Answer:
Republic
Step-by-step explanation:
Option B
I hope this helps :) if not let me know
what is the purpose of the accumulated depreciation account?
Accumulated depreciation account is used to calculate an asset's net book value, which is the value of an asset carried on the balance sheet.
What is accumulated depreciation account?The accumulated depreciation account is a contra asset account on a company's balance sheet. It represents a credit balance. It appears as a reduction from the gross amount of fixed assets reported. Accumulated depreciation specifies the total amount of an asset's wear to date in the asset's useful life.
One of the uses of accumulated depreciation account is that is used to calculate an asset's net book value, which is the value of an asset carried on the balance sheet.
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Please Help me!
thank you for the help!
The expression representing the perimeter of the rectangle is given as follows:
P = 6x + 4.
The perimeter of the rectangle when x = 7 is given as follows:
46 feet.
How to obtain the perimeter of a rectangle?The perimeter of a rectangle of length l and width w is given by the expression presented as follows:
P = 2(l + w).
The dimensions for this problem are given as follows:
x + 4.2x - 2.Hence the expression for the perimeter of the rectangle is given as follows:
P = 2(x + 4 + 2x - 2)
P = 2(3x + 2)
P = 6x + 4.
When x = 7, the perimeter of the rectangle is given as follows:
P = 6(7) + 4
P = 46 feet.
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a certain town of population size 100,000 has three newspapers: i, ii, and iii. the proportions of townspeople that read these papers are: i: 10%, i and ii: 8%, i and ii and iii: 1%, ii: 30%, i and iii: 2%, iii: 5%, ii and iii: 4%. (note that, for example, the 10% of people who read newspaper i might read only i or might read i and some other paper(s) ).
Out of a population of 100,000, the number of people who read at least two newspapers is = 33,000.
Let's approach this problem using the inclusion-exclusion principle.
First, we can add up the proportions of people who read each paper to get:
P(I) + P(II) + P(III) = 10% + 30% + 5% = 45%
However, this includes the people who read two or more papers multiple times, so we need to subtract those out. We can calculate these as follows:
P(I&II) + P(I&III) + P(II&III) = 8% + 2% + 4% = 14%
2P(I&II&III) = 2%
Using the inclusion-exclusion principle, we can now find the proportion of people who read at least two papers:
P(at least 2 papers) = P(I) + P(II) + P(III) - (P(I&II) + P(I&III) + P(II&III)) + 2P(I&II&III)
Plugging in the values, we get:
P(at least 2 papers) = 45% - 14% + 2% = 33%
So, the number of people who read at least two newspapers is:
0.33 * 100,000 = 33,000
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Complete question is:
A certain town of population size 100,000 has three newspapers: I , II and III the proportions of townspeople that read these papers are:
I= 10 percent
II= 30% percent
II=5 percent
I&II=8 percent
I&III=2 percent
II&III=4 percent
I&II&III=1 percent
How many people read at least two newspapers?
Find the missing value to the nearest hundredth sin _____ 7/18
A. 67.11 degrees
B. 37.67 degrees
C. 22.89 degrees
D. 21.25 degrees
5. (9 points) A k out of n system is one in which there is a group of n components, and the system will function if at least k of the components function. Assume the components function independently of on another. For a certain 4 out of 6 system, assume that on a rainy day each component has probability 0.7 of functioning, and that on a non-rainy day each component has probability 0.9 of functioning. (a). (3 points) What is the probability that the system functions on a rainy day? (b). (3 points) What is the probability that the system functions on a non-rainy day? (c). (3 points) Assume that the probability of rain tomorrow is 0.2. What is the prob- ability that the system will function tomorrow?
(a) The probability that the system functions on a rainy day is the probability that at least 4 out of the 6 components function, with each component having a probability of 0.7 of functioning.
We can calculate this probability using the binomial distribution:
P(system functions on a rainy day) = P(X ≥ 4), where X ~ Binomial(n=6, p=0.7)
Using a calculator or statistical software, we find:
P(system functions on a rainy day) = 0.8482
(b) The probability that the system functions on a non-rainy day is the probability that at least 4 out of the 6 components function, with each component having a probability of 0.9 of functioning. Again, we can use the binomial distribution:
P(system functions on a non-rainy day) = P(X ≥ 4), where X ~ Binomial(n=6, p=0.9)
Using a calculator or statistical software, we find:
P(system functions on a non-rainy day) = 0.9970
(c) To find the probability that the system will function tomorrow, we need to use the law of total probability. Let R be the event that it rains tomorrow and NR be the event that it doesn't rain tomorrow. Then:
P(system functions tomorrow) = P(system functions on a rainy day)P(R) + P(system functions on a non-rainy day)P(NR)
Using the probabilities from parts (a) and (b), and the fact that P(R) = 0.2 and P(NR) = 0.8, we can calculate:
P(system functions tomorrow) = (0.8482)(0.2) + (0.9970)(0.8) = 0.9746
Therefore, the probability that the 4 out of 6 systems will function tomorrow is 0.9746, assuming a 0.2 probability of rain.
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show that f(z) = z is nowhere differentiable ) i.e. there is no point z0 e c such that f1(z0) exists)
The limit of the difference quotient must not exist at any location z0 in the complex plane in order to demonstrate that f(z) = z is nowhere differentiable.
For f(z), the difference ratio is as follows:
[f(z Plus h) - f(z)] / h = [(z + h) - z] / h = h / h = 1
As h gets closer to 0, we take the maximum and obtain:
lim h0 [z + h - z] / = lim h 0 h / h = 1
This limit is constant at 1 and is unaffected by the number of z. The limit of the difference quotient must not exist at any location z0 in the complex plane in order to demonstrate that f(z) = z is nowhere differentiable. As a result, f(z) = z is never differentiable and the limit of the difference quotient is not present at any position z0 in the complex plane.
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In calculus, the _______ form of angles is used most often.
radian
gradian
degree
revolution
Evaluate 4x ÷y if y = 2 and x =4
Answer:
8
Step-by-step explanation:
plug in the values of x and y into the equation
4(4) / (2)
16 / 2 = 8
Which statements about this situation are true?
Select all the correct answers.
The maximum value in the range is $200.
The maximum value in the range is $320.
The maximum value in the domain is 200.
The minimum value in the domain is 0.
The statements about the given situation that are true about domain and range are;
B: The maximum value in the range is $320.
D: The minimum value in the domain is 0.
How to find the domain and range?The domain is defined by b, the number of bracelets sold.
The minimum value in the domain is 0, which represents no bracelets sold.
The maximum value in the domain is 260, which represents the largest number of bracelets the group can make, and the largest number they could sell.
The range is defined by f(b), the amount of profit on the bracelets.
To find the maximum value in the range, we find f(260), the profit on selling the maximum in the domain.
Substitute 260 for b in f(b) = 2b – 200 to get:
f(260) = 2(260) – 200
f(260) = 320
The maximum value in the range is $320.
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Complete question is;
The high school jazz band is selling homemade leather bracelets at a local craft fair to raise money for a trip. The group has a $200 budget to spend on supplies, which is enough to make 260 bracelets. The group is charging $2 per bracelet at the craft fair.
Which statements about this situation are true?
Select all the correct answers.
The maximum value in the range is $200.
The maximum value in the range is $320.
The maximum value in the domain is 200.
The minimum value in the domain is 0.
Which equation has y= 8.1 as the solution
y+2.1=11
12-y=8.1
9+7.2-y=8.2
28.4-y=17.2
Answer:c
Step-by-step explanation:
because
A variable needs to be eliminated to solve the system of equations below. Choose the correct first step.
4x + 5y = -6
-4x + 9y = -22
Answers:
Subtract to eliminate y.
Subtract to eliminate x.
Add to eliminate y.
Add to eliminate x.
Answer:
Step-by-step explanation:
Right Answer: Add to eliminate X
[tex]4x+ (-4x)+5y+9y=-6+(-22)\\14y=-28\\y=\frac{-28}{14} \\y=2[/tex]
It's possible to create a regular tessellation with a regular heptagon.
Answer:
False, No.
Step-by-step explanation:
No, it is not possible to create a regular tessellation with a regular heptagon. A regular tessellation, also known as a tiling, is a repeating pattern of identical regular polygonal shapes that cover a plane without any gaps or overlaps. The only regular polygonal shapes that can be used to form a regular tessellation are the equilateral triangle, square, and hexagon. These shapes have interior angles that are multiples of 60 degrees, which allows them to fit together seamlessly to form a repeating pattern. The interior angle of a regular heptagon is roughly 128.5714 degrees, which does not divide evenly into 360 degrees, so it cannot be used to form a regular tessellation.
susan currently walks to school from her apartment, which is 1.3 miles away from her first class. she typically walks at a speed of 3 miles per hour. she is considering buying a used bicycle from deseret industries to ride to campus. susan assumes that if she were riding a bike, she could go about 5 miles per hour.How many minutes could susan save getting to class each morning if she were to ride the bike?
Susan could save 10.4 minutes getting to class each morning if she were to ride the bike.
As per the data given:
The distance is given between the school and the apartment = 1.3 miles
Susan's walking speed = 3 miles/hr
Now we know that speed = distance ÷ time
Putting values in the above formulae, we get the time for walking situation
3 miles/hr = 1.3 ÷ time
Time = 1.3 ÷ 3 miles
Time = (13 ÷ 30 )hr
= (13 ÷ 30) × 60 minutes
= 13 × 2
= 26 minutes
The time taken when she is walking is 26 minutes.
Here we have to determine how many minutes could Susan save getting to class each morning if she were to ride the bike.
Now if she uses a bike, the speed is 5 miles/hr
Again applying same formulae speed = distance ÷ time
5 miles/hr= 1.3 ÷ time
Time= 1.3 ÷ 5 miles
= (13 ÷ 50)hr
= (13 ÷ 50) × 60 minutes
= 15.6 minutes
Time taken by bike is 15.6 minutes
Total time saved = time taken when walking - time taken using the bike
= 26 - 15.6
= 10.4 minutes
Hence, Susan could save 10.4 minutes if she uses a bike.
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Select the true statement(s): a.Any statistic is a random variable. b.An exact sampling distribution can never be obtained. c.A Statistics are used to estimate parameters.
A: The correct statement is c. Statistics are used to estimate parameters.
Statistics is the science of collecting and analyzing data to gain insight into a population of interest. It involves the collection, organization, analysis, interpretation, and presentation of data. The goal of using statistics is to draw conclusions about a population of interest and to estimate parameters of the population.
A parameter is a numerical value that is used to describe a population. For example, the mean of a population is a parameter. Statistics are used to estimate parameters of a population from a sample of the population. This process is called estimation. A statistic is a numerical value that is used to describe a sample.
For example, the sample mean is a statistic that is used to estimate the population mean. Estimation is done using the formula for a sample statistic, which is given by:
Estimate= (Statistic) / (Sample Size)
Here, the statistic is the sample mean, and the sample size is the number of observations in the sample. For example, if the sample mean is 10 and the sample size is 5, then the estimate of the population mean is 2 (10/5).
Statistics can also be used to construct confidence intervals to describe population parameters, such as means and proportions. A confidence interval is an interval of values around a sample statistic, such as a mean or a proportion, that is expected to contain the population parameter with a certain level of confidence.
In conclusion, statistics are used to estimate parameters of a population from a sample of the population. Estimation is done using the formula for a sample statistic, and confidence intervals can be used to describe population parameters.
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Braden's salary used to be $148,520. After changing the amount of time he works, Braden has begun earning 45% less. What is Braden's salary now?
Answer: $81,686
Step-by-step explanation:
$148,520 - 45% = $81,686
Alternative
$148,520 x 0.55 = $81,686
Set up the integral that would give the volume V generated by rotating the region bounded by the given curves about the y-axis. y = x3, y = 0, x = 5 Disk/Washer Method v= V = --Select-- 4 ---Select--- Cylindrical Shells Method V= V = ---Select---
The integral that would give the volume V generated by rotating the region bounded by the given curves about the y-axis is V = ∫[from x=0 to x=6] π[(13 - x²/3)² - 13²]dx
To find the volume of a rotational solid, we can use the method of disks/washers, which involves slicing the solid into thin disks or washers, calculating the volume of each slice, and then adding them up using integration.
To use the method of disks/washers, we need to first determine the radius of each disk or washer. Since we're rotating the region around a horizontal line, the radius will be the distance from each point on the curve to the line of rotation, which in this case is y = 16. To find this distance, we subtract 16 from the y-coordinate of each point on the curve.
The outer radius is the distance from the point on the curve y = x^2/3 + 3 to the line y = 16, which is
=> r = 16 - (x²/3 + 3) = 13 - x²/3.
The inner radius is the distance from the point on the curve y = 3 to the line y = 16, which is
=> r = 16 - 3 = 13.
Next, we need to express the volume of each disk or washer in terms of these radii. This gives us the following formula for the volume of each slice:
dV = π[(13 - x²/3)² - 13²]dx
Finally, we can find the total volume of the solid by integrating over the range of x values that define the region we're rotating:
V = ∫[from x=0 to x=6] π[(13 - x²/3)² - 13²]dx
Evaluating this integral will give us the volume of the solid created by rotating the region between y = x²/3 + 3 and y = 3 about the line y = 16.
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Complete Question:
Set up the integral that uses the method of disks/washers to find the volume V of the solid obtained by rotating the region bounded by the given curves about the specified lines. y = x²/3 + 3 , y = 3 , x = 6 About the line y = 16.
An airplane on a transatlantic flight took 2 hours 30 minutes to get form New York to its destination, a distance of 3,000 miles. To avoid a storm, however, the pilot went off his course, adding a distance of 600 miles to the flight. How fast did the plane travel?
A) 1440mph
B) 1461mph
C) 1480mph
D) 1466mph
E) 1380mph
Please Help
Answer:
We can use the formula speed = distance / time to calculate the speed of the plane.
The total distance traveled by the plane is 3,000 + 600 = 3,600 miles.
The total time taken by the plane is 2 hours 30 minutes, which is equivalent to 2.5 hours.
Therefore, the speed of the plane is:
speed = distance / time
= 3,600 / 2.5
= 1,440 miles per hour
So the answer is (A) 1440mph
You buy these for 50.00 and then sell them for 67.00
HELP!!!! Please #10
Thank you so muchhh
The lengths of the missing sides associated with geometric systems formed by similar triangles are listed below:
Case 10: 49
Case 12: 36
How to determine missing lengths in geometric systems formed by similar triangles
In this problem we have the case of two geometric systems formed by two similar right triangles. These figures are similar if they have congruent internal angles but their sides are not congruent though proportional. Hence, missing sides can be found by proportion formulas. Now we proceed to determine the missing side for each case:
Case 10
x / 7√33 = 7√33 / 33
x = 7²
x = 49
Case 12
x / 6√13 = 6√13 / 13
x = 6²
x = 36
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find value of x round to the nearest tenth
Answer:
Step-by-step explanation:
14.0
Answer:
[tex]x=11.5[/tex]
The third option listed
Step-by-step explanation:
We can use the sine function to evaluate [tex]x[/tex].
The definition of the sine function is
[tex]\sin \theta=\frac{O}{H}[/tex]
Note
[tex]\theta[/tex] is the angle
[tex]O[/tex] is the side opposite to the angle
[tex]H[/tex] is the hypotenuse
In this example we are given the hypotenuse and the angle.
Knowing these 2 values we can evaluate the opposite side ([tex]x[/tex]).
Lets solve for [tex]O[/tex].
[tex]\sin \theta=\frac{O}{H}[/tex]
Multiplying both sides by [tex]H[/tex] lets us isolate [tex]O[/tex] ([tex]x[/tex]).
[tex]O=H*\sin \theta[/tex]
Numerical Evaluation
We are given
[tex]\theta=35\textdegree\\H=20[/tex]
Inserting those values into our equation for [tex]O[/tex] ([tex]x[/tex]) yields
[tex]O=20*\sin 35[/tex]
[tex]O=11.4715287[/tex]
Rounding to the nearest tenth gives us
[tex]O=11.5[/tex]
[tex]x=11.5[/tex]
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The area of a rectangular room is 750 square feet. The width of the room is 5 feet less than the length of the room. Which equations can be used to solve for y, the length of the room? Select three options. y(y + 5) = 750 y2 – 5y = 750 750 – y(y – 5) = 0 y(y – 5) + 750 = 0 (y + 25)(y – 30) = 0
The three equations that can be used to solve for y, the length of the room, are:
1. y(y + 5) = 750
2. y^2 – 5y = 750
3. (y + 25)(y – 30) = 0
Explanation:
Let's assume that the length of the room is y and the width of the room is y - 5.
We know that the area of the room is the product of its length and width, so we can write an equation:
y(y - 5) = 750
Simplifying this equation, we get:
y^2 - 5y - 750 = 0
Now we can solve this quadratic equation using the quadratic formula or factoring method. By factoring, we can get equation 3. By using the quadratic formula, we can get equation 2. Equation 1 is just another form of equation 2. Therefore, options 1, 2, and 3 can be used to solve for y. Option 4 is not a valid equation as it doesn't represent the area of the room.
NEED HELP ASAP 25 POINTS HELP A GIRL GET HER GEOMETRY GRADE UP
The angle measure of x, y and z are 104, 76 and 104 degrees respectively
Determining the angles in a parallelogramThe given. figure is a parallelogram with 4 interior angles. In a parallelogram, the sum of its adjacent angle is 180 degrees and its opposite angles are equal.
<A = <C
x = 104 degrees
For the measure of y:
x + y = 180
104 + y = 180
y = 180 - 104
y = 76 degrees
Since the sum of angles on a straight line is 180 degrees, hence;
y + z = 180
76 + z = 180
z = 104 degrees
Hence the measure of x, y and z are 104, 76 and 104 degrees respectively
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Consider the following proposition: For each integer a, a = 2 (mod 8) if and only if (a^2 + 4a) = 4 (mod 8).
(a) Write the proposition as the conjunction of two conditional statements.
(b) Determine if the two conditional statements in Part (a) are true or false. If a conditional statement is true, write a proof, and if it is false, provide a counterexample.
(c) Is the given proposition true or false? Explain.
This question is about to determine the conditional statement, proposition and either that is true or false.
The explanation of each part in this question is given below:
a) The given proposition can be written as the conjunction of two conditional statements as follows:
If a = 2 (mod 8), then [tex](a^2 + 4a) = 4 (mod 8)[/tex].
If [tex](a^2 + 4a) = 4 (mod 8)[/tex], then a = 2 (mod 8).
b) To prove the first conditional statement, assume a = 2 (mod 8). Then, there exists an integer k such that a = 8k + 2. Substituting this value of a into [tex](a^2 + 4a)[/tex], we get:
[tex]a^2 + 4a = (8k + 2)^2 + 4(8k + 2) = 64k^2 + 36k + 8[/tex]
Reducing this expression modulo 8, we get:
a^2 + 4a ≡ 64k^2 + 36k + 8 ≡ 0 + 4k + 0 ≡ 4 (mod 8)
Therefore, we have shown that if a = 2 (mod 8), then (a^2 + 4a) = 4 (mod 8).
To prove the second conditional statement, assume (a^2 + 4a) = 4 (mod 8). Then, there exists an integer k such that (a^2 + 4a) = 8k + 4. Substituting this value of (a^2 + 4a) into the equation a^2 + 4a - 8k = 0, we can use the quadratic formula to solve for a:
a = (-4 ± √(16 + 32k))/2 = -2 ± √(4 + 8k)
Since a is an integer, it follows that √(4 + 8k) must be an integer as well. This implies that 4 + 8k is a perfect square. The only perfect squares that are congruent to 4 (mod 8) are those of the form 8m + 4 for some integer m. Therefore, we have:
4 + 8k = 8m + 4
k = m
Substituting k = m back into the expression for a, we get:
a = -2 + √(4 + 8k) = -2 + √(8m + 4) = -2 + 2√(2m + 1)
Since a is an integer, it follows that √(2m + 1) must be an integer as well. This implies that 2m + 1 is a perfect square. The only perfect squares that are congruent to 1 (mod 8) are those of the form 8n + 1 for some integer n. Therefore, we have:
2m + 1 = 8n + 1
m = 4n
Substituting m = 4n back into the expression for a, we get:
a = -2 + 2√(2m + 1) = -2 + 2√(8n + 1) = 2(√(2n + 1) - 1)
Therefore, we have shown that if (a^2 + 4a) = 4 (mod 8), then a = 2 (mod 8).
Since both conditional statements have been proven, the given proposition is true.
(c) The given proposition is true, as shown in the proofs of the two conditional statements in part (b).
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The graph represents the volume of a cylinder with a height equal to its radius. When the diameter is 2 cm, what is the radius of the cylinder? Express the volume of a cube of side length as an equation. Make a table for volume of the cube at 0 cm, 1 cm, 2 cm, and 3 cm. Which volume is greater: the volume of the cube when 3 cm, or the volume of the cylinder when its diameter is 3 cm?
Answer:
Comparing this to the volume of the cube when the side length is 3 cm, which is 27 cm^3, we can see that the volume of the cube is greater than the volume of the cylinder.
Step-by-step explanation:
I'm sorry, but I cannot see the graph you are referring to. However, I can still answer some of your questions based on the information provided.
When the diameter of the cylinder is 2 cm, the radius is equal to half the diameter, which is 1 cm.
To express the volume of a cube of side length s as an equation, we use the formula for the volume of a cube:
Volume of cube = s^3
Making a table for the volume of the cube at different side lengths, we get:
Side Length (cm) Volume (cm^3)
0 0
1 1
2 8
3 27
To compare the volume of the cube when the side length is 3 cm and the volume of the cylinder when the diameter is 3 cm, we need to find the radius of the cylinder first.
When the diameter is 3 cm, the radius is half the diameter, which is 1.5 cm. The height of the cylinder is also equal to the radius, so the volume of the cylinder can be found using the formula:
Volume of cylinder = πr^2h
Substituting r = 1.5 cm and h = 1.5 cm, we get:
Volume of cylinder = π(1.5)^2(1.5) ≈ 10.602 cm^3
Comparing this to the volume of the cube when the side length is 3 cm, which is 27 cm^3, we can see that the volume of the cube is greater than the volume of the cylinder.
Geometry- scale factor and similar triangles
can someone please explain these questions to me (see picture)
The values missing sides of the figures are calculated below.
How to solve for the missing sides of the figures?
The scale factor is the size by which the shape is enlarged or reduced. It is used to increase the size of shapes like circles, triangles, squares, rectangles, etc.
NUMBER 7
Scale factor is the ratio of two corresponding sides of similar figures. Since the scale factor from A to B = 3:5. We have:
A : B = 3:5
(x+11) : 30 = 3 : 5
(x+11) /30 = 3 / 5
x + 11 = (30*3)/5
x + 11 = 90/5
x + 11 = 18
x = 18 - 11
x = 7
NUMBER 8
(2x-12) : 12 = 1:3
(2x-12) /12 = 1/3
2x-12 = 12/3
2x-12 = 4
2x = 4 + 12
2x = 14
x = 14/2
x = 7
NUMBER 9
AB : FG = BC:GH
104/39 = 112/x
x = 42
NUMBER 9
TK:KL = KU:KM
14/91 = 12/x
x = 78
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What are the measurements of the missing angels?
Angel 1, Angel 2
The missing angles in triangle RST and LMN are 121° and 15° respectively.
What are angles?When two straight lines or rays intersect at a single endpoint, an angle is created.
The vertex of an angle is the location where two points come together.
The Latin word "angulus," which means "corner," is where the term "angle" originates.
Angle position describes how a line interacts with another line or plane. The amount of rotation of the body relative to the reference position is used to calculate the angle of position.
Theta (), the sign used to represent the angular position, can represent the angle in degrees (°), radians (rads), or revolutions.
So, in the triangle RST:
Missing angle:
44 + 15 + x = 180
x = 180 - 59
x = 121°
In triangle LMN:
121 + 44 + x = 180
x = 180 - 165
x = 15°
Therefore, the missing angles in triangle RST and LMN are 121° and 15° respectively.
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