The direction of the greatest decrease is< -840, 2 >The directional derivative in the direction of the greatest decrease is given by
[tex]∇f∙(-840,2) = (-840(6) + 2(-1))/(√(840^2 + 2^2))∇f∙(-840,2) = -3,997.6[/tex]
Therefore, the most negative rate of change is -3,997.69.
The temperature at any point in the plane is given by [tex]T(x,y)=140x^2+y^2+2.F[/tex].
The minimum value of the directional derivative at (3,−1)
The directional derivative of a function is the rate at which the function changes, i.e., its rate of change, in a specific direction.
The maximum and minimum directional derivatives of a function are crucial concepts that are frequently used to describe the properties of a function's surface.
A direction vector of an equation, i.e., the slope of the equation, is the direction of the greatest increase. If the negative direction vector of an equation is taken, it gives the direction of the greatest decrease.
Let’s find the direction of the greatest decrease in temperature at the point (3,−1)
The gradient vector is,[tex]∇T(x, y) = < dT/dx, dT/dy >∇T(x, y)[/tex] = [tex]< 280x, 2y >∇T(3, -1) = < 840, -2 >[/tex]The negative direction vector of an equation is taken, it gives the direction of the greatest decrease.
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Mabel read a total of 340 pages over 20 hours. In all, how many hours of reading will Mabel have to do this week in order to have read a total of 476 pages? Solve using unit rates
Mabel will have to read for a total of 28 hours to have read a total of 476 pages.
To solve this problem using unit rates, we can start by finding the rate at which Mabel reads in pages per hour. This can be calculated by dividing the total number of pages she read by the total number of hours she spent reading:
Rate = Total pages / Total hours
Rate = 340 / 20
Rate = 17 pages per hour
This means that Mabel reads at a rate of 17 pages per hour. To find out how many hours of reading she will have to do to reach a total of 476 pages, we can use the unit rate to set up a proportion:
17 pages / 1 hour = 476 pages / x hours
Simplifying the proportion by cross-multiplying:
17x = 476
Dividing both sides by 17:
x = 28
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Which of the following are negative integers? Select all that are correct
A the sum of two positive integers
B. The sum of two negative integers
C different of a positive integer that is greater than it
D the difference of a negative integer and an integer and an integer that is greater than it but that is not its opposite
Answer:
B. The sum of two negative integers
Cage different of a positive integer that is greater than it
Step-by-step explanation:
I don't get it, if it means this -(-7) then is not negative
if it this -9-7 then it's correct
hope it helps
a school stadium contains 2,000 seats. for a certain game, student tickets cost $3 each and nonstudent tickets cost $6 each. what is the least number of nonstudent tickets that must be sold so that the total ticket sales will be at least $8,400 ?
A school stadium contains 2,000 seats. for a certain game, student tickets cost $3 each and nonstudent tickets cost $6 each. it is proved that at least 1,200 non-student tickets must be sold so that the total ticket sales will be at least $8,400.
How do we calculate the number of tickets?Let x be the number of student tickets sold, and y be the number of non-student tickets sold. Then the total ticket sales can be given as follows:Total ticket sales = 3x + 6y As per the given statement, the total ticket sales must be at least $8,400, that is,3x + 6y ≥ 8,400Dividing the above equation by 3, we get, [tex]x + 2y \geq 2,800[/tex]The school stadium contains 2,000 seats, hence the total number of tickets that can be sold is[tex]x + y = 2,000[/tex].Rearranging the above equation, we get, [tex]x = 2,000 - y[/tex]
Substituting this value in the equation [tex]x + 2y \geq 2,800[/tex], we get[tex](2,000 - y) + 2y \geq 2,800[/tex] ⇒ [tex]2,000 + y \geq 2,800[/tex] ⇒[tex]y \geq 800[/tex] Thus, the minimum number of non-student tickets that must be sold so that the total ticket sales will be at least $8,400 is 800. But it has to be more than 800 since only selling 800 non-student tickets is not enough to get at least $8,400. Let's assume that 1,200 non-student tickets are sold.
Now, if 1,200 non-student tickets are sold, then the number of student tickets sold is, [tex]x = 2,000 - y = 2,000 - 1,200 = 800[/tex] Therefore, the total ticket sales can be calculated as follows:Total ticket sales = [tex]3x + 6y= 3(800) + 6(1,200) = 2,400 + 7,200 = 9,600[/tex] Since $9,600 is greater than $8,400, it is proved that at least 1,200 non-student tickets must be sold so that the total ticket sales will be at least $8,400.
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You are sitting in a classroom next to the wall looking at the blackboard at the front of the room. The blackboard is 12 ft
long and starts 3 ft from the wall you are sitting next to. Show that your viewing angle is
a=cot^-1 x/15 - cot^-1 x/3
if you are a ft from the front wall.
The viewing angle a of a person sitting a distance x from the front wall of a classroom with a blackboard that is 12 ft long and starts 3 ft from the wall they are sitting next to can be calculated as: a = cot-1(x/15) - cot-1(x/3)
To understand this calculation, let's consider a diagram of the classroom.
We can see from the diagram that the blackboard has length 12 ft, starting 3 ft from the wall the student is sitting next to. The student is sitting a distance x from the front wall.
The viewing angle a is the angle between the wall the student is sitting next to and the line from the student to the front wall. This angle can be calculated using the tangent of the opposite side (front wall) and adjacent side (wall the student is sitting next to).
We can therefore write: a = tan-1(12/3) - tan-1(x/3)
Simplifying this equation, we can rewrite it as: a = cot-1(x/15) - cot-1(x/3).
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whats 1 5/6 + 1/2
50 ponits
The value of the given expression 1 5/6 + 1/2 = 14/6.
What is improper fraction?A fraction with a numerator higher than or equal to the denominator is said to be inappropriate. A mixed number is transformed into an improper fraction by multiplying the whole number by the fraction's denominator, which is followed by the addition of the numerator. The denominator of the improper fraction changes to reflect the outcome, while the numerator remains the same.
The given expression is 1 5/6 + 1/2.
Convert the mixed fraction into improper fraction:
1 5/6 = (1 x 6 + 5)/6 = 11/6
Thus,
11/6 + 1/2
Take the LCM:
11/6 + 3/6 = 14/6
Hence, the value of the given expression 1 5/6 + 1/2 = 14/6.
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state the null hypothesis and alternative hypothesis, in notation, for the individual t-test for testing the slope coefficient associated with?
The null hypothesis and alternative hypothesis in the notation for the individual t-test for testing the slope coefficient associated with a simple linear regression are given below:
Null hypothesis: H₀: β₁ = 0
Alternative hypothesis: Hₐ : β₁ ≠ 0
The hypothesis test is used to determine whether or not there is sufficient evidence to support the alternative hypothesis that the slope of the regression line is not equal to zero. The null hypothesis is that the slope of the regression line is equal to zero.
Therefore, we will use the individual t-test for the slope coefficient to test the hypothesis regarding the slope of the regression line. The formula for the t-test for the slope coefficient is given below:
t = (b₁– β₁) / SEb₁
Where b₁ is the sample slope coefficient β₁ is the hypothesized value of the slope coefficient (i.e., 0) SEb₁ is the standard error of the slope coefficient.
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Graph the function f(x)=-(√x+2)+3
State the domain and range of the function.
Determine the vertex and 4 more points.
If you could help me with this, I would really appreciate it. Thank you!
Vertex: The vertex of the function is at the point (-2, 3).
What is domain?The domain of a function is the set of all possible input values (often represented as x) for which the function is defined. In other words, it is the set of all values that can be plugged into a function to get a valid output. The domain can be limited by various factors such as the type of function, restrictions on the input values, or limitations of the real-world scenario being modeled.
What is Range?The range of a function refers to the set of all possible output values (also known as the dependent variable) that the function can produce for each input value (also known as the independent variable) in its domain. In other words, the range is the set of all values that the function can "reach" or "map to" in its output.
In the given question,
Domain: The domain of the function is all real numbers greater than or equal to -2, since the square root of a negative number is not defined in the real number system.
Range: The range of the function is all real numbers less than or equal to 3, since the maximum value of the function occurs at x=-2, where f(x)=3.
Vertex: The vertex of the function is at the point (-2, 3).
Four additional points:When x=-1, f(x)=-(√(-1)+2)+3 = -1, so (-1,-1) is a point on the graph.
When x=0, f(x)=-(√0+2)+3 = 1, so (0,1) is a point on the graph.
When x=1, f(x)=-(√1+2)+3 = 2, so (1,2) is a point on the graph.
When x=4, f(x)=-(√4+2)+3 = -1, so (4,-1) is a point on the graph
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Which of the following represents the graph of f(x) = one half to the power of x ? (1 point)
Group of answer choices
graph begins in the second quadrant near the axis. Graph increases slowly while crossing the ordered pair 0, 1. The graph then begins to increase quickly throughout the first quadrant.
graph begins in the second quadrant and decreases quickly while crossing the ordered pair 0, 1. The graph then begins to decrease slowly as it approaches the x axis.
graph begins in the second quadrant and decreases quickly while crossing the ordered pair 0, 3. The graph then begins to decrease slowly as it approaches the line y equals 2.
graph begins in the second quadrant and increases quickly while crossing the ordered pair 0, 3. The graph then begins to increase quickly throughout the first quadrant.
The graph of f(x) = one half to the power of x is:
graph begins in the second quadrant and decreases quickly while crossing the ordered pair (0, 1). The graph then begins to decrease slowly as it approaches the x axis.
How to find the graphThe graph of f(x) = one half to the power of x is an exponential function with a base of one half.
This is written in equation form as
f(x) = (1/2)^x
As x increases, the value of the function decreases exponentially, but the rate of decrease slows down as x approaches positive infinity.
When x is zero, the value of the function is 1, and as x increases, the value of the function decreases slowly.
The graph is attached
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James have 18 litres of water. He poured unequally into 3 tank
I. Poured three quarter of water from tank one into tank 2
II. Poured half of the water that is now in tank 2 into tank 3
III. Poured one third of water that is now in tank 3 into tank 1
Find how much water is in each tanks
Answer:
ames have 18 litres of water. He poured unequally into 3 tank
I. Poured three quarter of water from tank one into tank 2
II. Poured half of the water that is now in tank 2 into tank 3
III. Poured one third of water that is now in tank 3 into tank 1
Find how much water is in each tanks
Step-by-step explanation:
Let's start with the amount of water in tank 1 as x liters.
I. Poured three quarter of water from tank one into tank 2, so tank 1 now has 1/4 of x liters and tank 2 has 3/4 of x liters.
II. Poured half of the water that is now in tank 2 into tank 3, so tank 2 now has 3/8 of x liters and tank 3 has 3/8 of x liters.
III. Poured one third of water that is now in tank 3 into tank 1, so tank 3 now has 1/3 * 3/8 * x = 1/8 * x liters and tank 1 has 1/4 * x + 1/8 * x = 3/8 * x liters.
We know that James poured 18 liters of water into the three tanks, so the sum of the water in the three tanks must be 18 liters.
3/8 * x + 3/8 * x + 1/8 * x = 18
Simplifying the equation, we get:
7/8 * x = 18
x = 18 * 8 / 7 = 20.57 (rounded to two decimal places)
Therefore, the amount of water in each tank is:
Tank 1: 3/8 * x = 7.71 liters
Tank 2: 3/8 * x = 7.71 liters
Tank 3: 1/8 * x = 2.57 liters
a market sells five kinds of cups, 4 kinds of saucers, and 2 kinds of spoons. How many ways are there to buy two objects of different types?
There are 84 ways to buy two objects of different types.
How to choose two objects of different types ?To choose two objects of different types, we can choose one type of object first and then choose one object from that type and one object from the other two types.
The number of ways to choose one type of object is 3 (cups, saucers, or spoons). For each type of object, there are different numbers of objects to choose from:
Cups: 5 objectsSaucers: 4 objectsSpoons: 2 objectsSo, the total number of ways to choose two objects of different types is:
3 x (5 x 4 + 5 x 2 + 4 x 2) = 3 x 28 = 84
Therefore, there are 84 ways to buy two objects of different types.
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Exercise 16.8. Prove Theorem 16.8 following the outline below: Let p be a prime number that is irreducible in Zi]. We wish to show that Z,[i] is a field. Let [c] + [d]i be a nonzero element of Zp[i], with [c] and [d] in Zp. (Thus we may take c and d to be integers representing their congruence classes.) We need to prove that [cl+ Idi is a unit. 1. Notice that [c +(di is a unit if one of [e and [d is [0 and the other is not. 2. Having taken care of the case in which one of [c and [d is the zero congruence class in Zp, suppose now that [cj and [d are both nonzero elements of Zp[i]. Observe that in Zj, the prime p cannot divide c + di (why?), so that p and c+ di are relatively prime. 3. Deduce that in this case, by Theorem 16.7, there exist Gaussian integers r and s such that (c + d)r = 1 + ps. 4. Supposer e fi for integers e and f. Deduce that in Zp[l. 5. Conclude that Zpli] is a field.
The theorem is Every nonzero element in the ring has an inverse, hence we deduce that Z[i]/(p) is a field. For any prime number p that is irreducible in Z[i], as asserted, Z[i]/(p) is a field.
Proof of Theorem is Let p be a prime number that is irreducible in Z[i]. We want to show that Z[i]/(p) is a field, where (p) denotes the ideal generated by p.
Suppose that [c] + [d]i is a nonzero element of [tex]Z[i]/(p)[/tex], where [c] and [d] are congruence classes in Zp.
If one of [c] and [d] is [0], then [c] + [d]i is a unit, since the other element is nonzero. So, suppose that [c] and [d] are both nonzero in Zp.
We observe that p cannot divide c + di in Z[i] since p is irreducible in Z[i] and it cannot divide both c and d. Therefore, p and c + di are relatively prime in Z[i].
By Theorem 16.7, there exist Gaussian integers r and s such that [tex](c + di)r = 1 + ps.[/tex]
Now, suppose that [e] + [f]i is another nonzero element of Z[i]/(p), where [e] and [f] are congruence classes in Zp. We want to show that [e] + [f]i is also a unit.
Since p and c + di are relatively prime, there exist integers u and v such that [tex]pu + (c + di)v = 1[/tex] , by Bezout's identity.
Multiplying both sides by e + fi, we get:
[tex]pue + (c + di)ve + (ce - df) + (cf + de)i = e + fi[/tex]
Therefore, [tex](e + fi)(ue + vi(c + di)) = (e + fi)(1 - (cf + de)i)[/tex]
Multiplying both sides by the conjugate of (e + fi), we get:
[tex](e + fi)(e - fi)(ue + vi(c + di)) = (e^2 + f^2)[/tex]
Since p is irreducible in Z[i], it is also prime. Thus, Z[i]/(p) is an integral domain, which means that the product of two nonzero elements is nonzero. Therefore, [tex]e^2 + f^2[/tex] is nonzero in Zp, and
so [tex](e + fi) (ue + vi(c + di))[/tex] is a unit in Z[i]/(p).
We conclude that Z[i]/(p) is a field since every nonzero element has an inverse in the ring.
Therefore, Z[i]/(p) is a field for any prime number p that is irreducible in Z[i], as claimed
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the area of rectangle is 297 sq cm if its length is increased by 3 cm and width decreases by 1 cm its area increased by 3 cm. sq. find the length and width of rectangle
The length and width of the rectangle are 12.5 cm and 22 cm, respectively.
Let L be the length of the rectangle, and W be the width of the rectangle, then we have that:
L x W = 297 sq cm 1.
If the length is increased by 3 cm and width decreased by 1 cm, then we have that:
(L + 3) x (W - 1) = 297 + 3 sq cm -......(2).
Expand equation 2, we have:
LW + 2L - W = 300 sq cm-.......(3)
We have two equations from 1 and 3:
LW = 297 sq cm LW + 2L - W = 300 sq cm 3.
Substitute equation 1 into equation 3.
297 + 2L - W = 300 sq cm
2L - W = 3 sq cm
2L - W = 3 sq cm
2L = W + 3 sq cm
L = (W + 3)/2 sq cm
W x (W + 3)/2 = 297 sq cm
W² + 3W - 594 = 0 (W + 27) (W - 22) = 0
Therefore, the width of the rectangle is either 22 cm or -27 cm. Since the width cannot be negative, we discard the value of -27 cm. Therefore, the width of the rectangle is 22 cm. Finally, let's calculate the length of the rectangle:
L = (W + 3)/2 sq cm L = (22 + 3)/2 sq cm L = 25/2 sq cm L = 12.5 sq cm
Therefore, the length and width of the rectangle are 12.5 cm and 22 cm, respectively.
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Mr. Roy captures 15 snapping turtles near some wetland by his house. He marks them with a "math is cool"
label and releases them back into the wild. 6 months later, he captures another 15 snapping turtles - 4 of
which were marked. Estimate the population of snapping turtles in the area to the nearest whole number.
The area's estimated snapping turtIe popuIation, rounded to the cIosest whoIe number, is 56.
WhoIe numbers are aII integers, right?That is correct! As 0 is a whoIe number and aII whoIe numbers were integers, 0 is additionaIIy an integer.
The LincoIn-Petersen index method, which is frequentIy empIoyed to determine the size of a popuIation using a capture-mark-recapture approach, can be utiIized to resoIve this issue.
The estimated popuIation (N) is equaI to (M x C) / R using the foIIowing formuIa:
M is the quantity of peopIe incIuded in the initiaI sampIe (marked turtIes)
C is the second sampIe's size (totaI number of turtIes caught in the second sampIe)
R is the quantity of marked peopIe who were Iocated again in the specimen.
When we enter the specified vaIues into the equation, we obtain:
N = (15 x 15) / 4
N = 56.25
The area's snapping turtIe popuIation is thought to be 56, rounded off to the cIosest whoIe number.
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Doug is selling his autographed baseball. He bought it for $26 and wants to mark it up 20%. What will the new price be?
Answer:
The answer is $31.20
Step-by-step explanation:
do 20% of 26 and add it to the $26
A box contains 4 bags of sugar. The mass of each bag is 6 kilograms. What is the total mass of the box in grams?
[tex]\bold{Solution:}[/tex]
[tex]\text{Total number of Bags} = 4[/tex]
[tex]\text{Total mass in 4 bags } = 6 \ \text{kg}[/tex]
[tex]\text{Total mass in 1 bag}}=\dfrac{6}{4} \ \text{kg}[/tex]
[tex]\bold{We \ know \ that}[/tex]
[tex]\text{1 kg = 1000 gram}[/tex]
[tex]\text{1 gm}= \dfrac{1}{1000} \ \text{kg}[/tex]
[tex]\text{we have to convert} \ \dfrac{6}{4} \ \text{kg to grams}[/tex]
[tex]\dfrac{6}{4} \ \text{kg} = \dfrac{6}{4} \times 1000 \ \text{gm}[/tex]
[tex]=1750 \ \text{gm}[/tex]
[tex]\bold{So, \ the \ total \ mass \ of \ the \ box \ in \ grams \ is \ 1,500 \ gm}[/tex]
find the area and circumference of the circle below.round your answers to the nearest hundredth
Answer:
Step-by-step explanation:
The area of given circle is 28.27 sq.m. The circumference of given circle is 18.85 m (rounded to the nearest hundredth).
Give a short note on Circumference?The circumference of a circle is the distance around the edge or boundary of the circle. It is also the perimeter of the circle. The circumference is calculated using the formula:
C = 2πr
where "C" is the circumference, "π" is a mathematical constant approximately equal to 3.14159, and "r" is the radius of the circle.
The circumference of a circle is proportional to its diameter, which is the distance across the circle passing through its center. Specifically, the circumference is equal to the diameter multiplied by π, or:
C = πd
where "d" is the diameter of the circle.
Given that the diameter of the circle is 6m.
We know that the radius (r) of the circle is half of the diameter (d), so:
r = d/2 = 6/2 = 3m
The area (A) of the circle is given by the formula:
A = πr²
Substituting the value of r, we get:
A = π(3)² = 9π ≈ 28.27 sq.m (rounded to the nearest hundredth)
The circumference (C) of the circle is given by the formula:
C = 2πr
Substituting the value of r, we get:
C = 2π(3) = 6π ≈ 18.85 m (rounded to the nearest hundredth)
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The complete question is:
Question 6(Multiple Choice Worth 2 points)
(Laws of Exponents with Integer Exponents MC)
Which expression is equivalent to
O
O
74
310
74
310
3
74
(7-2.35) ²2
Answer:
7^4/3^10 is the correct answer
there are four bacteria in an egg salad that is left out at room temperature. after two hours, how many bacteria will be in the egg salad?
The number of bacteria in an egg salad that is left out at room temperature is 256 option D.
The bacteria would double 4 times in 2 hours, so the total number of bacteria in the egg salad would be 256.
So we have 4 bacteria after 2 hours we have,
4 x 4 x 4 x 4 = 256 bacteria.
Probability denotes the likelihood of something happening. It is a mathematical discipline that deals with the occurrence of a random event. The value ranges from zero to one. Probability has been introduced in mathematics to predict the likelihood of occurrences occurring.
Probability is defined as the degree to which something is likely to occur. This is the fundamental probability theory, which is also utilised in probability distribution, in which you will learn about the possible results of a random experiment. To determine the likelihood of a particular event occurring, we must first determine the total number of alternative possibilities.
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Complete question:
There are four bacteria in an egg salad that is left out at room temperature. After two hours, how many bacteria will be in the egg salad?
- 32
- 2048
- 8
- 256
A triangle is equal in area to a rectangle which measures 10cm by 9cm. If the base of the triangle is 12cm long, find its altitude
Answer:
h = 15 cm
Step-by-step explanation:
Area of triangle equals the area of rectangle. As the dimensions of the rectangle is given, we can first find the area of the rectangle.
[tex]\boxed{\bf Area \ of \ the \ rectangle = length * width}[/tex]
= 10 * 9
= 90 cm²
Area of triangle = area of rectangle
= 90 cm²
base of the triangle = b = 12 cm
[tex]\boxed{\bf Area \ of \ triangle = \dfrac{1}{2}bh}[/tex] where h is the altitude and b is the base.
[tex]\bf \dfrac{1}{2} b* h = 90 \\\\\dfrac{1}{2}*12* h = 90[/tex]
[tex]\bf h = \dfrac{90*2}{12}\\\\\boxed{\bf h = 15 \ cm}[/tex]
Use Lagrange multipliers to find the volume of the largest rectangular box in the first octant with three faces in the coordinate planes and one vertex in the given plane. x + 3y + 4z = 9_______.
The largest rectangular box in the first octant with three faces in the coordinate planes and one vertex in the plane x + 3y + 4z = 9 has dimensions x = 1.5, y = 1, and z = 2.25, with a maximum volume of 3.375 cubic units.
To find the largest rectangular box in the first octant with three faces in the coordinate planes and one vertex in the plane x + 3y + 4z = 9, we can use the method of Lagrange multipliers.
Let the sides of the rectangular box be represented by the variables x, y, and z. We want to maximize the volume V = xyz subject to the constraint x + 3y + 4z = 9.
The Lagrangian function is then given by L = xyz + λ(x + 3y + 4z - 9).
Taking the partial derivatives of L with respect to x, y, z, and λ, and setting them equal to zero, we get:
yz + λ = 0
xz + 3λ = 0
x*y + 4λ = 0
x + 3y + 4z - 9 = 0
Solving these equations simultaneously, we get:
x = 1.5, y = 1, z = 2.25, and λ = -0.5625
Therefore, the maximum volume of the rectangular box is V = 1.512.25 = 3.375 cubic units.
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Look at the circle graph showing the pet ownership data.
Pet Ownership
5%
6%
30%
4%
55%
Dogs
Cats
Fish
Rabbits
Hamsters
If 35 rabbits are owned, how many hamsters are owned? Enter the answer in the box.
The number of hamsters owned according to the circle graph is 28.
What is a pie-chart?A pie chart is a visual representation of data that looks like a pie with the slices representing the size of the data. To show data as a pie chart, a list of numerical variables and category variables are required. Each slice in a pie chart has an arc that is proportionate to the quantity it depicts, and as a result, the area and center angle it generates are also proportional.
Let us suppose the total number of animals = x.
Given that, a total of 35 rabbits are owned.
Thus,
5% of x = 35
5/100 (x) = 35
x = 35(100)/5
x = 700
Now, there are 4% hamsters, thus:
4% of 700 = number of hamsters.
H = 4/100 (700)
H = 28
Hence, the number of hamsters owned according to the circle graph is 28.
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Mo spends £20 on ingredients to make 50 cookies.
He sells all 50 cookies for 56p each.
Work out Mo’s percentage profit.
A box shaped like a right rectangular prism measures 8 inches by 6 inches by 5 inches. What is the length of the interior diagonal of the prism to the nearest hundredth
Answer:
Step-by-step explanation:
The diagonal length of a right rectangular prism is given by the formula (l2 + w2 + h2) units. The length of the diagonal of this rectangular box is 5√2 cm.How do you find the length of a diagonal in a rectangular prism?Therefore, the equation for the diagonal length of a right rectangular prism is (l2+w2+h2), where l is the length, b is the breadth, and h is the height.
A local winery wants to create better marketing campaigns for its white wines by understanding its customers better. One of the general beliefs has been that higher proportion of women prefer white wine as compared to men. The company has conducted a research study in its local winery on white wine preference. Of a sample of 400 men, 120 preferred white wine and of a sample of 500 women, 170 preferred white wine. Using a 0.05 level of significance, test this claim.INPUT Statistics required for computation170 = Count of events in sample 1500 = sample 1 size120 = Count of events in Sample 2400 = sample 2 size0.05 = level of significance0 = hypothesized differenceOUTPUT Output valuesSample 1 Proportion 34.00%Sample 2 Proportion 30.00%Proportion Difference 4.00%Z α/2 (One-Tail) 1.645Z α/2 (Two-Tail) 1.960Standard Error 0.031Hypothesized Difference 0.000One-Tail (H0: p1 − p2 ≥ 0)Test Statistics (Z-Test) 1.282p-Value 0.900One-Tail (H0: p1 − p2 ≤ 0)Test Statistics (Z-Test) 1.282p-Value 0.100Two-Tail (H0: p1 − p2 = 0)Test Statistics (Z-Test) 1.276p-Value 0.202Group of answer choicesThis is a one-tail test and the data does support the claim that higher proportion of women prefer white wine as compared to men.This is a one-tail test and the data does not support the claim that higher proportion of women prefer white wine as compared to men.This is a two-tail test and the data does support the claim that higher proportion of women prefer white wine as compared to men.This is a two-tail test and the data does not support the claim that higher proportion of women prefer white wine as compared to men.Question 2. Based on the study results presented in the last question, what is the upper bound for the proportion differences between women and men for a 95% confidence interval?(Note: Please enter a value with 4 digits after the decimal point. For example, if you computed an upper boundary of 23.456% or .23456, you would enter it here in decimal notation and round it to four digits, thus entering .2346).
Answer:
235.65
Step-by-step explanation:
Let sin(2x) = cos(x), where 0° ≤ x < 180°. what are the possible values for x? a. 30° only b. 90° only c. 30° or 150° d. 30°, 90°, or 150°
If sin(2x) = cos(x), where 0° ≤ x < 180°, then, The possible angle values of x are 90°, 30° and 150°.
The sine and the cosine are trigonometric functions of the angles. The sine and cosine of an acute angle are defined in the context of a right triangle: for a given angle, its sine is the ratio of the length of the side opposite the angle to the length of the longest side of the angle. triangle (the hypotenuse ), and the cosine is the adjacent side The ratio of the length to the hypotenuse.
According to the Question:
Given that,
sin(2x) = cos(x) where 0° ≤ x < 180°
We know that:
sin(2x) = 2 sin(x) cos(x)
⇒ 2 sin(x) cos(x) = cos(x)
Subtract cos(x) on both sides
2 sin(x) cos(x) - cos(x) = 0
cos(x) (2sinx-1)=0
It means, cos(x) = 0 and (2sin x -1 ) = 0
cos x = cos0 and sinx(x) = 1/2
x = 90° and x = 30°, 150°
Hence, the possible values of x are 90°, 30° and 150°.
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Can anyone solve this problem please? Thanks!
The trapezoid has a surface area of 480 square units.
What is the measurement for a trapezoid's area?So, a trapezoid measured in feet offers an area in square feet; one measured in millimetres gives an area in square centimetres; and so on. If it's simpler for you, you can add the lengths of the bases and then divide the total by two. Keep in mind that multiplication by 12 is equivalent to dividing by 2.
We must apply the formula for a trapezoid's area to this issue in order to find a solution:
[tex]A = (1/2) * (a + b) * h[/tex]
where h is the trapezoid's height (or altitude) and a and b are the lengths of its parallel sides.
The values for a, b, and h are provided to us, allowing us to change them in the formula:
A = (1/2) * (20 + 60) * 12
A = (1/2) * 80 * 12
A = 480 square units
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My question is,
"The midpoint between x and 27 is -3. Find x."
25 points if you get this correct.
Answer:
The number x that is midway between x and 27, and has a midpoint of -3, is -33
midpoint = (x + 27) / 2
We also know that the midpoint is equal to -3, so we can set these two expressions equal to each other and solve for x:
-3 = (x + 27) / 2
Multiplying both sides by 2 gives:
-6 = x + 27
Subtracting 27 from both sides gives:
x = -33
A savings account pays a 3% nominal annual interest rate and has a balance of $1,000. Any interest earned is deposited into the account and no further deposits or withdrawals are made. If interest is compounded semi-annually (every six months), what interest rate would be used for each calculation?
A. 3%
B. 2%
C. 1.5%
D. 12%
E. 18%
The answer is: C. 1.5%
the pattern continues, on what day will Jackie see a total of 81 clovers?
Jackie would see a total of 81 clovers on the ninth day.
Describe Algebra?Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols. It involves the use of letters or symbols to represent unknown values or variables, and the use of mathematical operations such as addition, subtraction, multiplication, and division to manipulate these variables and solve equations.
Algebra is used to solve a wide variety of problems in many fields, including science, engineering, economics, and finance. It is also a fundamental tool in mathematics education, providing a basis for higher-level math courses such as calculus and linear algebra.
In algebra, equations are used to represent relationships between variables, and the goal is to find the values of the variables that satisfy the equation. Algebraic expressions, which are made up of variables and mathematical operations, can be simplified using various techniques such as factoring, combining like terms, and using the distributive property.
On the fifth day, Jackie would see nine new clovers (7 + 2) for a total of 25 three-leaf clovers. On the sixth day, she would see 11 new clovers (9 + 2) for a total of 36 three-leaf clovers. On the seventh day, she would see 13 new clovers (11 + 2) for a total of 49 three-leaf clovers. On the eighth day, she would see 15 new clovers (13 + 2) for a total of 64 three-leaf clovers. On the ninth day, she would see 17 new clovers (15 + 2) for a total of 81 three-leaf clovers. Therefore, Jackie would see a total of 81 clovers on the ninth day.
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Hollie takes out a loan of £800. This debt increases by 26% every year. How much will Hollie owe in 13 years?
The amount of owing that Hollie in 13 years will be £3739.68.
We know that the compound interest is given as
A = P(1 + r)ⁿ
A = £800[tex](1 + 0.26)^{13}[/tex]
Simplify the equation, then we have
A = £800 x [tex](1 + 0.26)^{13}[/tex]
A = £800 x [tex]1.26^{13}[/tex]
A = 800 × 4.6746
A = 3739.68
Compound interest refers to the interest earned not only on the principal amount of a loan or investment but also on any accumulated interest that has been added to it over time. In other words, the interest is calculated on both the initial amount of money borrowed or invested, as well as on the interest that has accrued on that amount.
This means that as time goes on, the interest earned on an investment or loan can grow exponentially, as the interest earned in previous periods is included in the calculation for future periods. This compounding effect can result in significant growth over long periods of time. compound interest is an essential concept in finance and can have a significant impact on the growth of investments over time.
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