Given that the product of two numbers will be smallest when the two numbers are equal, the numbers closest to this rule given the condition of having a fixed difference of 44 are -22 and 22.
Explanation:This problem falls under the branch of Mathematics called optimization problems in calculus. In this case, we are asked to find two numbers differing by 44 whose product is smallest. Remember that the product of two numbers that are a fixed difference apart will be smallest when the two numbers are equal. But since we can't have that according to the problem's conditions, we will have to get the closest possible which is making the two numbers as close to each other as possible.
Let's denote the smaller number as 'x'. Consequently, the larger number will be 'x + 44'. The product of these two numbers (which we want to minimize) is given by the function f(x) = x * (x + 44). To find the minimum, you would typically take the derivative of this function, set it equal to zero, and solve for 'x'. However, since we're dealing with a quadratic function, we know the graph is a parabola that opens upwards, and thus the minimum point is at the vertex. In a quadratic function given in the form of f(x) = a*(x - h)² + k, the vertex is at the point (h, k). Comparing this with our quadratic function, we can see by inspection that our 'h' is '-22'. Therefore, the two numbers are -22 and 22.
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The smallest product of two numbers differing by 44 is -484. These numbers are -22 and 22.
Explanation:This problem is solvable using the principle of quadratic minimum. Let's denote the two numbers as x and x + 44. Their product equals x(x + 44) = x2 + 44x.
This is a quadratic function with a positive leading coefficient (x2), therefore, it will yield a minimum value. The x-value for this minimum can be found using the formula -b/2a for any quadratic ax2 + bx + c, where a = 1 and b = 44. Calculating, -b/2a = -44/2 = -22.
This means that the product will be smallest when x = -22. However, since we're looking for two numbers that differ by 44, the necessary pairs are -22 and 22. The product of these two numbers, (-22)(22), equals -484, which is indeed the smallest possible product for two numbers differing by 44.
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5 with a negative exponent of 4 over 5 with a exponent of 3 simplified
A.) 5 with an exponent of 7
B.) 5 with a negative exponent of 1
C.) 1 over 5 (fraction)
D.) 1 over 5 with an exponent of 7
When seven times a number is decreased by 66 the result is 50. what is the number?
Which professionals most directly use geometry in their work?
a.accountants
b.astronomers
c.judges
d.pharmacists
e.politicians
Answer:
The answer to the question: Which professionals most directly use geometry in their work?
b. Astronomers
Step-by-step explanation:
The astronomers are the professionals most directly use geometry in their work in this list options, some examples of the geometric in this profession are:
Orbits of planets around stars or orbits of satellites around planets behave like ellipses or hyperbolas; geometry is also used to find coordinates of celestial objects
Identify each sequence below as geometric, arithmetic, or neither.
(a) 1, 3, 5, 7, 9, 11, 13, 15
(b) 21, 16, 12, 9, 7, 6
(c) .3, .03. .003, .0003, .00003
(d) -4, -12, -36, -108, -324
Sequence (a) is an arithmetic sequence because the common difference is constant. Sequence (d) is a geometric sequence because the common ratio is constant. Sequences (b) and (c) do not follow the patterns of arithmetic or geometric sequences and are neither.
Explanation:The question asks to identify each sequence as arithmetic, geometric, or neither.
Arithmetic sequence: In an arithmetic sequence, the difference between successive terms is constant. This difference is also called the common difference. For example, the sequence (a) 1, 3, 5, 7, 9, 11, 13, 15 is an arithmetic sequence because the common difference between the terms is 2.Geometric sequence: In a geometric sequence, the ratio of any two successive terms is constant. This ratio is also called the common ratio. For example, the sequence (d) -4, -12, -36, -108, -324 is a geometric sequence because the common ratio between the terms is 3.Neither: If a sequence is not arithmetic or geometric, it is classified as neither. For example, the sequence (b) 21, 16, 12, 9, 7, 6 and (c) .3, .03, .003, .0003, .00003 do not follow the patterns of arithmetic or geometric sequences and therefore are classified as neither.Learn more about Sequence Identification here:https://brainly.com/question/30531377
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solve
5t < -15
^^^(the < sign has a line underneath along with the answers)
A. t > 3
B. t < 3
C. t > -3
D. t < -3
How to find the variance of a sample with only mean standard deviation size?
Mattie,Joel,and Oscar each ate 325 calories at lunch each day for 18 days.About how many calories did they eat in all
Numbers mr. wahl is thinking of two numbers. the sum of the numbers is 27. the product of the numbers is 180. what two numbers is mr. wahl thinking of?
A retailer has some skirts that cost $18 each. She wants to sell them at a profit of 40% of the selling price. What price should she charge for the skirts?
The selling price is $25.2.
Profit and lossIf the selling price is greater than the cost price, then the difference between the selling price and cost price is called profit.
If the selling price is less than the cost price, then the difference between the selling price and cost price is called loss.
Given
The cost of the skirt is $18
Profit is 40%
To findThe selling price of the skirt.
How to calculate the selling price?The selling price is given by
selling price = cost price + profit
Profit is given by
[tex]\begin{aligned} \rm Profit\ percent\ &= \rm \dfrac{Profit}{cost\ price} *100\\40 &= \rm \dfrac{Profit}{18} *100\\\rm profit &= 7.2 \end{aligned}[/tex]
Then the selling price = 18 + 7.2 = $25.2.
Thus, the selling price is $25.2.
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which function represents g(x) , a reflection of f(x)= 2/5 (10) x across the x-axis ?
Answer: The correct option is A.
Explanation:
The given function is,
[tex]f(x)=\frac{2}{5}(10)^x[/tex]
If a function is reflect across the x-axis, then the x-coordinate remains the same but the sign of y coordinate change.
[tex](x,y)\rightarrow(x,-y)[/tex]
[tex]g(x)=-f(x)[/tex]
[tex]g(x)=-\frac{2}{5}(10)^x[/tex]
The graph of f(x) and g(x) in shown in below figure.
Therefore option A is correct.
A bowl contains 10 quarters, 20 dimes, 15 nickels, and 5 pennies. a coin is selected at random and kept and then a second coin is selected at random. which combination would have a probability of 6/49?
Why would someone choose to use a graphing calculator to solve a system of linear equations instead of graphing by hand? Explain your reasoning.
Sample Response: A graphing calculator is more accurate than graphing by hand. If the slope and/or y-intercept is a fraction or decimal, it is more difficult to accurately graph by hand. Using a calculator might also be more time efficient because it might accept a line in any form. A calculator’s window can be adjusted quickly instead of having to redraw a graph by hand when adjusting the scale.
For time efficiency and to get a more precise solution.
Why a graphing calculator is better than graphing by hand?
There are two reasons.
1) In a graphing calculator you only need to input the functions and that's all, it will graph the functions for you, so it needs a lot less time than graphing by hand.
2) When you graph by hand, there is a limit in how much of an exact solution you can get (and there may be a mistake if the line is to thick or something like that). While in a graphing calculator you can find the exact point where the graphs intersect, so you will get a more precise solution with a graphing calculator.
These are the two reasons why using a graphing calculator may be better than graphing by hand.
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How do I prove the corresponding angles theorem?
Final answer:
The corresponding angles theorem states angles in matching corners are equal when two parallel lines are intersected by a transversal. To prove this, use properties of parallel lines and transversals, and various established theorems. Euclidean postulates are employed, rather than the Pythagorean theorem or trigonometry.
Explanation:
To prove the corresponding angles theorem, one must understand that when two parallel lines are intersected by a transversal, the angles in matching corners are equal. These are called corresponding angles. For instance, suppose you have two parallel lines L1 and L2, and a transversal T that intersects them at points A and B respectively. The angle ∠PAB on line L1 would correspond to angle ∠QBA on line L2, and they would be equal.
To provide a mathematical proof, one would typically use properties of parallel lines and transversals, or other established theorems such as the alternate interior angles theorem or the exterior angle theorem. By proving all these other angles are equal due to their relationships with each other (alternate interior, consecutive interior, alternate exterior angles, etc.), one can by default establish that corresponding angles must also be equal.
Proof of this theorem often involves constructing supplementary and congruent angles and using the postulates of Euclidean geometry. The Pythagorean theorem and trigonometry need not be involved in this proof unless one is working with right triangles formed by the transversal and the parallel lines, or if dealing with more complex geometric problems.
The Statement of Theorem should be in what form?
if-then
then-if
maybe-conclusion
does not matter
Answer: If/then.
Step-by-step explanation: A theorem is a statement that has been proven on the basis of other statements, for example other theorems, which are known to be true.
We use the pattern "If A...., then B..." when we known that "A" is a statement that is true and we want to declare that since A is true, B should also be true.
What is the slope of the line through (-1,8) and (3,-4)?
Answer:
-3
Step-by-step explanation:
The slope of a line is the ratio of the vertical distance and horizontal distance between two points on a line.
Note that zero is tangible if the line is horizontal, and undefined if it is vertical.
Slope = ∆y / ∆x
Coordinates given: (-1,8) and (3,-4)?
Slope = -4 - 8 / 3 - (-1)
Slope = -12 / 4
= - 3
Prove: The midsegment between sides Line segment AB and Line segment BC is parallel to side Line segment AC.
3(x+y)=y, if (x,y) is a solution to the equation above and y cannot equal to zero what is the ratio x/y
The ratio, x/y in the equation, if y ≠ 0 is: x/y = -2/3.
What is the Solution of an Equation?Solution of an equation is the value of a variable or two variables that makes an equation true.
Given:
3(x+y)=y
We are required to find the ratio, x/y if y ≠ 0.
Thus:
3(x+y)=y
Open bracket
3x + 3y = y
Subtract 3y from both sides
3x = y - 3y
3x = -2y
Divide both sides by 3
x = -2y/3
Divide both sides by y
x/y = -2/3
Therefore, the ratio, x/y in the equation, if y ≠ 0 is: x/y = -2/3.
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The function f(x)= 70x^3/4 power can be used to estimate the BMR (Basic Metabolic Rate) of mammals. In this function, x is the mass of the animal in kilograms, and f(x) is its BMR in kilocalories (kcal) per day. Note that one kcal is equal to one food calorie. The howler monkeys at a zoo are fed a diet that contains 3.35 kcal per gram. Write a function g(x) that gives the mass of food in grams that a howler monkey must eat to obtain x kilocalories of energy. Please help!
why does the sum of -4 and 3 complain more than the sum of -3 and 5
Final answer:
The sum of -4 and 3 is -1 because we subtract the smaller number from the larger and keep the sign of the larger absolute value number. The sum of -3 and 5 is positive 2 for the same reason.
Explanation:
The question seems to be asking about the rules for adding numbers with different signs. When adding -4 and 3, which have opposite signs, you subtract the smaller number from the larger number, and the sign of the answer is the same as the sign of the larger absolute value number.
So the sum is -1, because 4 is larger than 3, and the sign is negative. In contrast, when adding -3 and 5, you also subtract the smaller number from the larger, but since 5 is greater than 3, the sum is 2, and it has a positive sign because 5 has a positive sign.
Examples demonstrate the rules of addition:
When two positive numbers are added, like 3 + 2, the result is a positive 5.If two negative numbers are added, for example, -4 + (-2), the result is a negative -6.Mixing a negative and a positive number, such as -5 + 3, the result is -2, mirroring the sign of the larger absolute value number.These basic rules ensure clarity in arithmetic operations and provide a foundation for more complex math problems. The 'complaints' likely refer to the unexpected results when dealing with negative numbers, which can seem counterintuitive but follow consistent mathematical rules.
I need help with #22
Answer:
[tex]4 = y \\ 4 = x[/tex]
Step-by-step explanation:
The isosceles triangle containing the side of y + 12 is congruent to 3x² - 32 [base angles are congruent], and if you look closer, they are also equivalent to all three sides of the equilateral triangle adjacent to the isosceles triangle. So, we will be working with alot gadgets here, if you know what I mean. Anyway, this is how we start out:
[tex]5y - 4 = y + 12[/tex]
-5y - 5y
___________________
-4 = -4y + 12
-12 - 12
____________
-16 = -4y
___ ___
-4 -4
4 = y [Plug this back into both equations to get the value of 16.]
Next, you will set 3x² - 32 equal to 16:
[tex]16 = 3{x}^{2} - 32[/tex]
+32 + 32
_________________
48 = 3x²
__ ___
3 3
16 = x²
4 = x [In this case, we want the NON-NEGATIVE root because inputting a -4 for x will not give us identical answers.]
I am joyous to assist you anytime.
Find height of triangle given hypotenuse and angle
A rectangular sandbox has a width of 5 feet. The sandbox is 5 times as long as it is wide. what is the perimeter of the sandbox?
Graph the system of constraints and find the value of x and y that maximize the objective function.
We want to maximize C, which is C= 7x - 3y. Let's explore our intuition regarding how this will look. We know that both y and x are greater than or equal to zero, which means -3y will be a negative number (or 0) and x is a positive number (or 0). We want to get x as big as possible, given the constraints, we want y to be zero, if possible
We see that, based on the constraints, y is greater than or equal to zero,
but it has no other minimum value established. We only know that y and x add up
to 5, and that y is less than or equal to (1/5)x + 2. That means y could be
0 and still satisfy the constraints.
In order to maximize C, we want to be 5 as possible
and y to be zero:
C = 7 (5) - 3(0)
C=35
Answer: Solving Systems Using Matrices Quiz Part 1
1. c) (5,0)
2. a) 20 of type A; 20 of type B
3. d) no solution
4. a) -5
5. d) 11 -12 7 5 12 -7
6. a) (-6,8)
20! / 16! = a 24 b 11,628 c 116,280 d A number too big to compute
20! / 16! =
20*19*18*17*16*15*14*13*12*11*10*9*8*7*6*5*4*3*2*1
divided by
16*15*14*13*12*11*10*9*8*7*6*5*4*3*2*1
equals C. 116,280
Michaela climbed up a mountain at an Average speed of 3 mi/h. She climbed down at an average speed of 5 mi/h. What is Michaela's average speed for the entire trip? Round to the nearest tenth
To find Michaela's average speed for the entire trip, we need to calculate the total distance traveled and the total time taken. The average speed can be calculated as (2D) / (D/3 + D/5), which is approximately 3.53 mi/h.
Explanation:To find Michaela's average speed for the entire trip, we need to calculate the total distance traveled and the total time taken.
Let's assume the distance she climbed up the mountain is D. The distance she climbed down is also D since she retraced her steps. The average speed for climbing up is 3 mi/h and the average speed for climbing down is 5 mi/h.
The total distance is 2D and the total time is D/3 + D/5. Therefore, the average speed can be calculated as (2D) / (D/3 + D/5).
Simplifying this expression gives us the average speed as 3.53 mi/h (rounded to the nearest tenth).
Is this right? Domain and range of a function
On each coordinate plane,the parent function f(x)=|x| is represented by a dash line translation is represented by a solid line. Which graph represents the The translation g(x)=|x+2| as a solid line?
Answer:
Refer the attached graph.
Step-by-step explanation:
Given : On each coordinate plane,the parent function [tex]f(x)=|x|[/tex] is represented by a dash line translation is represented by a solid line.
To find : Which graph represents the the translation [tex]g(x)=|x+2|[/tex] as a solid line?
Solution :
The parent function [tex]f(x)=|x|[/tex]
with the vertex (0,0)
And the graph of [tex]g(x)=|x+2|[/tex]
with the vertex (-2,0)
The graph of g(x) is the translation of f(x)
The parent function is translated towards left.
Transformation to the left,
f(x)→f(x+b) , the graph of f(x) is shifted towards left by b unit.
Same as the graph f(x) is shifted towards left by 2 unit and form graph of g(x).
We plot the graph of both the equations in which translation is shown.
Refer the attached graph below.
Is 770 x 6 = 77 x 6 x 100 true or false?
The equation 770 x 6 = 77 x 6 x 100 is false.
To determine if the equation 770 x 6 = 77 x 6 x 100 is true or false, let's evaluate both sides of the equation.
On the left side:
770 x 6 = 4,620
On the right side:
77 x 6 x 100 = 46,200
Since 4,620 is not equal to 46,200, the equation 770 x 6 = 77 x 6 x 100 is false.
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The number of males per 100 females in a country's population is called what?
Which conjunction or disjunction is equivalent to the this inequality?
5-3 |p+4| <= -10
p + 4 ≤ 5 AND p + 4 ≥ -5
p + 4 ≤ 5 OR p + 4 ≥ -5
p + 4 ≥ 5 OR p + 4 ≤ -5
p + 4 ≥ 5 AND p + 4 ≤ -5