Use X= 5 to identify the value of each expression
.
Answer:
see explanation
Step-by-step explanation:
Using x = 5, then
x² = 5² = 5 × 5 = 25
[tex]1^{5}[/tex] = 1 × 1 × 1 × 1 × 1 = 1
[tex]5^{1}[/tex] = 5
Select the equivalent expression.
(a-2.87)?=?
Two expressions are equivalent if we can arrange one of them in order to match the other. If we evaluate the two expressions for certain values in the input, we must get the same value in the output. In this exercise, we have the following expression:
[tex]a-2.87[/tex]
There are infinitely many equivalent expressions. We can write some of them:
[tex]\bullet \ 2a-a-2.87 \\ \\ \bullet \ a-1-1.87 \\ \\ \bullet \ 5a-4a-5.87+3[/tex]
Because when simplifying these expressions we get:
[tex]a-2.87[/tex]
two acute angles
two straight angles
two right angles
and two obtuse angles
Answer:
11.GBJ JBD 12.AD GE 13.GBC GBA 14.FCD JBE (is obtuse)
Step-by-step explanation:
Answer:
11.GBJ JBD 12.AD GE 13.GBC GBA 14.FCD JBE (is obtuse)
Step-by-step explanation:
Step-by-step explanation:
Simplify the expressions 4k9×8k3×k
Answer:
32k13
Step-by-step explanation:
32k13 Multiply the number add the the exponent
To simplify the expression 4k9×8k3×k, combine the coefficients and add the exponents of the same variable k to get 32k13.
Explanation:To simplify the expression 4k9×8k3×k, we can combine the coefficients and add the exponents of the same variable k.
4k9×8k3×k = (4×8)k(9+3+1) = 32k13
Therefore, the simplified expression is 32k13.
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multiplicative inverse of 9 ^3
Solution:
Given that,
We have to find the multiplicative inverse of [tex]9^3[/tex]
By multiplicative inverse,
The product of a number and its multiplicative inverse is 1
Given number is: [tex]9^3[/tex]
Let "x" be the required multiplicative inverse
Therefore,
[tex]9^3 \times \text{ multiplicative inverse of } 9^3 = 1[/tex]
[tex]9^3 \times x = 1\\\\x = \frac{1}{9^3}[/tex]
Thus the multiplicative inverse of [tex]9^3[/tex] is [tex]\frac{1}{9^3}[/tex]
3.01 greater or less or equal to 3.10
Answer: 3.01 is less than 3.10
Step-by-step explanation:
Answer: 3.01 is less than 3.01
Step-by-step explanation:
3.10 is .09 more than 3.01
Write the sum as a product. Simplify the product.
(–10) + (–10) + (–10) + (–10) + (–10) + (–10)
A. 2(–10) + 2(–10) + 2(–10); –58
B. 6(–10); –60
C. 3(–10) + 2(–10); –50
Answer:
B.
Step-by-step explanation:
We see (-10) repeating six times. This means the product would be 6(-10). To simplify this, 6 × (-10) = -60.
Answer:
b
Step-by-step explanation:
The radius of the base of a right circular cone is 5 times greater than the radius of a second right circular cone. If the heights of both cones are the same, what is the volume of the larger cone divided by the volume of the smaller cone? A. 5 B. 10 C. 15 D. 25
The volume of the larger cone divided by the volume of the smaller cone is 25.
What is the ratio of the volumes?A cone is a three-dimensional object that is made up of a circular base and a vertex.
Volume of a cone = 1/3(πr²h)
Assumed dimensions of the smaller cone:
Height = 10 Radius = 3Volume = 1/3(π x 9 x 10) = 30π
Assumed dimensions of the larger cone:
Height = 10 Radius = 3 x5 = 15Volume = 1/3(π x 225 x 10) = 750π
Ratio of the volumes = 750π / 30π = 25
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Answer:
A, 25 is correct
Step-by-step explanation:
i got it right on edge 2023
Find the value of 6+x when x = 15.
Answer:
Step-by-step explanation:
Given the function f(x)=6+x
F(x) is dependent on x,
When x=1
f(x)=6+x
f(x)=6+1,
f(x)=7
When x=2
f(x)=6+x
f(x)=6+2
f(x)=8.
This will continue like this till we get to x=15
So when x=15
We will substitute x=15 into the function f(x)
f(x)=6+x
f(x)=6+15
f(x)=21
Then, the answer is 21.
Answer: 17
Step-by-step explanation:
To solve 6+x when x = 15,
Step 1: Substitute 15 into x
Step 2: Sum 6 and 15
6+15= 17.
Can the number of students who completed their homework be represented as a function of the homework's
size?
i need 4 7 and 10
pleaseee
Step-by-step explanation:
4.
22+4x= 90
4x=90-22
4x=68
x°=17°
7.
(x-5)°+29°=180°
x-5+29=180
x= 180-24
x=156°
10.
(x+3)°+49°=90°
x= 90-52°
x=38°
If the circumference of a circle is 21.98cm, how much is the area?
Answer: 38.45
Step-by-step explanation:
[tex]\bf \textit{circumference of a circle}\\\\ C=2\pi r~~ \begin{cases} r=radius\\[-0.5em] \hrulefill\\ C=21.98 \end{cases}\implies 21.98=2\pi r\implies \cfrac{21.98}{2\pi }=\boxed{r} \\\\[-0.35em] ~\dotfill\\\\ \textit{area of a circle}\\\\ A=\pi r^2\qquad \qquad A=\pi \left( \boxed{\cfrac{21.98}{2\pi }} \right)^2\implies A=\cfrac{21.98^2}{2^2\pi }\implies A\approx 38.445[/tex]
(a) Find the approximations T10, M10, and S10 for int 0- π (21 sin x) dx. 0 (Round your answers to six decimal places.) T10 = M10 = S10 = Find the corresponding errors ET, EM, and ES. (Round your answers to six decimal places.) ET = EM = ES = (b) Compare the actual errors in part (a) with the error estimates given by the Theorem about Error Bounds for Trapezoidal and Midpoint Rules and the Theorem about Error Bound for Simpson's Rule. (Round your answers to six decimal places.) |ET| ≤ |EM| ≤ |ES| ≤ (c) How large do we have to choose n so that the approximations Tn, Mn, and Sn to the integral in part (a) are accurate to within 0.00001? n = for Tn n = for Mn n = for Sn
The question refers to numerical approximation methods used for integration: the Trapezoidal, Midpoint, and Simpson's Rules. Answers for specific n-values and error calculations require a calculator or programming tool and are not provided here. The processes, however, involve application of respective formulae and comparison of approximations against the desired accuracy level.
Explanation:Solution:
The question is related to approximating the value of an integral using numerical methods, specifically using the Trapezoidal Rule (Tn), Midpoint Rule (Mn), and Simpson's Rule (Sn). Additionally, it asks about the corresponding estimation errors which are defined as differences between the true integral value and the approximations.
Part (a)
To find T10, M10, and S10 for ∫₀π (21 sin x) dx, we would use respective formulae. Unfortunately, without a calculator or computational tool, it's not practical to perform these calculations here in this answer.
Part (b)
The actual errors ET, EM, and ES compare to the theoretical error bounds given by the respective theorems for each rule. Again, without the approximated values from part (a), we cannot calculate these errors.
Part (c)
Choosing n so that the approximations are accurate to within 0.00001 is a trial and error process where you start with n and continue to increase it until the approximation is within the desired accuracy. This typically requires use of a computational tool or programming.
Please note, these answers can vary depending on the specific constants and functions used in the integration.
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Classify a transformation as a rotation, a reflection, or a translation.
Answer:
a transformation could be a rotation, reflection, and/or a translation.
Step-by-step explanation:
In geometry, transformation refers to the movement of objects in the coordinate plane.
Therefore, a transformation could be a rotation, reflection, and/or a translation.
cos^2x-sin^2x/sin^2x+sinxcosx=cotx-1
Answer:
[tex]\bold{\frac{(cosx-sinx)}{(sinx)}}=\bold{\frac{cosx-sinx}{sinx}}[/tex]
Step-by-step explanation:
[tex]\frac{cos^2x-sin^2x}{sin^2x+sinxcosx}=cotx-1[/tex]
We're going to start by manipulating the left side of the equation and making it the same form as [tex]cotx-1[/tex].
Start by applying the difference of two squares formula to the numerator, like so:
[tex]\frac{(cosx+sinx)(cosx-sinx)}{sin^2x+sinxcosx}[/tex]Now simplify the denominator by expanding the [tex]sin^2x[/tex].
[tex]\frac{(cosx+sinx)(cosx-sinx)}{(sinx)(sinx)+sinxcosx}[/tex]The denominator can even be further simplified since both addends (when added together = a sum) have the common factor of [tex]sinx[/tex]. Factor it out.
[tex]\frac{(cosx+sinx)(cosx-sinx)}{(sinx)(sinx+cosx)}[/tex]Cancel out the common factor [tex](cosx+sinx)[/tex].
[tex]\bold{\frac{(cosx-sinx)}{(sinx)}}[/tex]Since this is the furthest simplified that the left side can be manipulated, let's see if can try to manipulate the right side to also look like [tex]\frac{(cosx-sinx)}{(sinx)}[/tex].
Start by expressing [tex]cotx-1[/tex] with [tex]sinx[/tex] and [tex]cosx[/tex], since we know that cotangent is simply [tex]\frac{x}{y} \rightarrow\frac{cosx}{sinx}[/tex].
[tex]\frac{cosx}{sinx}-1[/tex]We can simplify this expression to look like our expression we found by manipulating the left side [tex](\frac{(cosx-sinx)}{(sinx)})[/tex] by making the 1 have a common denominator of [tex]sinx[/tex].
To do this, multiply 1 by [tex]\frac{sinx}{sinx}[/tex]. Now the expression should look like:
[tex]\frac{cosx}{sinx}-\frac{sinx}{sinx}[/tex]Since they have a common denominator we can write the expression under one fraction, like so:
[tex]\bold{\frac{cosx-sinx}{sinx}}[/tex]This looks exactly the same as what we manipulated the left side to be [tex](\frac{(cosx-sinx)}{(sinx)})[/tex], just without parentheses. I put both expressions in bold. Therefore, this identity proves to be true as we just proved it.
Can there be two modes in a data set?? for example 2,5,6,7,9,9,11,11,12,13
Final answer:
Yes, a data set can have two modes, which occurs when two different values appear with equal and highest frequency, making the set bimodal.
Explanation:
Yes, there can be two modes in a data set. The mode is the most frequent value or values in a set of data. When a data set has exactly two modes, it is called bimodal. This phenomenon occurs when two different numbers appear with equal frequency and more often than any other numbers in a set. For example, in the data set 2,5,6,7,9,9,11,11,12,13, both 9 and 11 appear twice and more frequently than any other values, making them both modes of the data set.
600 miles in 8 hours
_?_ miles per hour
(number answer only)
Question
Answer:
75
Step-by-step explanation:
you have 600 = 8 and you want to break it down into just 1 hour so you divide both sides by 8
600/8 = 75
Final answer:
The student was traveling at a speed of 75 miles per hour.
Explanation:
To calculate the speed in miles per hour when a student has traveled 600 miles in 8 hours, you divide the total distance by the total time taken. The formula to find speed is:
Speed = Distance / Time
So, if we plug in the values we have:
Speed = 600 miles / 8 hours = 75 miles per hour
Therefore, the student was traveling at a speed of 75 miles per hour.
What is the solution to the system of equations y=-3×-2 5×+2y=15
Answer: x = - 19
y = 55
Step-by-step explanation:
y = - 3x - 2 (1)
5x + 2y = 15 (2)
substitute y = - 3x - 2 into equation (2)
equation (2) becomes
5x + 2 (-3x - 2) = 15
5x + ( - 6x - 4) = 15
opening the bracket
5x - 6x - 4 = 15
collecting like terms
5x - 6x = 15 + 4
-x = 19
x = - 19
substituting x = - 19 into equation 1
y = - 3x - 2
y = - 3 (-19) - 2
y = 57- 2
y = 55
Answer:
x= 19/11
y=35/11
Step-by-step explanation:
20 points!!! (PLEASE ANSWER ALL, AND ALL CORRECTLY!!) this test is already late!
At the zoo, the ratio of mammals to reptiles is 4:3. There are 20 mammals in the zoo.
(a) How many reptiles are in the zoo?
(b) If the zoo adds 12 more mammals to its collection, how many more reptiles will they have to add to keep the ratio the same?
(c) A zoo in a different city has a ratio of mammals to reptiles of 6:5. Which zoo has the larger ratio of mammals to reptiles?
Thank you!
Answer: im not sure but a)15 B)24 c)zoo in a different city
Step-by-step explanation:
There are 15 reptiles in the zoo. To keep the ratio 4:3, if the zoo adds 12 more mammals, they will need to add 9 more reptiles. The first zoo has a larger ratio of mammals to reptiles (4:3) compared to the second zoo (6:5).
To answer the question, let's solve each part step by step:
Given the ratio of mammals to reptiles is 4:3 and there are 20 mammals, we can set up a proportion to find the number of reptilesIf the zoo adds 12 more mammals, to keep the same ratio of 4:3, we calculate the number of reptiles to add. We can find this by multiplying the 12 additional mammals by 3/4, which results in 9 more reptiles.To compare the ratios of the zoos, we can turn them into comparable fractions: 4/3 for the first zoo and 6/5 for the second zoo. By finding a common denominator or comparing their cross-multiplication products, we can determine which ratio represents a larger number of mammals to reptiles. Here, 4/3 is larger than 6/5, so the first zoo has a larger ratio of mammals to reptiles. This can be confirmed by cross multiplication: 4*5=20 and 6*3=18, since 20 is greater than 18, the first zoo has a larger ratio.Which is the best description for the graph?
The graph is increasing everywhere.
The graph is decreasing everywhere.
The graph is increasing, then decreasing.
Answer:
The graph is decreasing everywhere, the second option.
Step-by-step explanation:
Took the test.
3. What are vertical angles and what is special about them?
Answer:
Vertical angles are angles opposite each other where two lines cross. Vertical angles are very specific - you have two intersecting lines to form two sets of vertical angles that are across from each other and congruent. Both supplementary angles and complementary angles are much broader - they do not even have to be touching or near each other, but they could be.
Sarah sells beaded necklaces she makes a profit of $4 on every necklace she sells which table represents the profit Sarah makes
Answer:
The correct table is A.
Correct statement and question:
Sarah sells beaded necklaces she makes a profit of $4 on every necklace she sells which table represents the profit Sarah makes.
A.
Necklaces Sold Profit $
4 16
6 24
8 32
10 40
B.
Necklaces Sold Profit $
4 8
6 10
8 12
10 14
C.
Necklaces Sold Profit $
4 4
6 8
8 12
10 16
D.
Necklaces Sold Profit $
4 16
6 20
8 24
10 28
Source:
North Carolina Practice Test
Step-by-step explanation:
If Sarah makes a profit of $ 4 on every necklace she sells, then:
4 necklaces = 4 * 4 = $ 16
6 necklaces = 6 * 4 = $ 24
8 necklaces = 8 * 4 = $ 32
10 necklaces = 10 * 4 = $ 40
The correct table is A.
Do y’all the answer?
Length = 12 m and width = [tex]\frac{7}{2}[/tex] m.
Solution:
Let the width of the rectangle be w.
Length of the rectangle = 2w + 5
Area of the rectangle given = 42 m²
Area of the rectangle = length × width
length × width = 42
(2w + 5) × w = 42
[tex]2w^2+5w=42[/tex]
Subtract 42 from both sides, we get
[tex]2w^2+5w-42=0[/tex]
Using quadratic formula,
[tex]$x=\frac{-b \pm \sqrt{b^{2}-4 a c}}{2 a}[/tex]
Here, [tex]a=2, b=5, c=-42[/tex]
[tex]$w=\frac{-5 \pm \sqrt{5^{2}-4 \cdot 2(-42)}}{2 \cdot 2}[/tex]
[tex]$w=\frac{-5 \pm \sqrt{25+336}}{4}[/tex]
[tex]$w=\frac{-5 \pm \sqrt{361}}{4}[/tex]
[tex]$w=\frac{-5 \pm19}{4}[/tex]
[tex]$w=\frac{-5+19}{4}, w=\frac{-5-19}{4}[/tex]
[tex]$w=\frac{14}{4}, w=\frac{-24}{4}[/tex]
[tex]$w=\frac{7}{2}, w=-6[/tex]
Dimension cannot be in negative, so neglect w = –6.
Width of the rectangle = [tex]\frac{7}{2}[/tex] m
[tex]$L=2(\frac{7}{2} )+5=12 \ m[/tex]
Hence length = 12 m and width = [tex]\frac{7}{2}[/tex] m.
Rectangle with length 8 1/2 in. And width 6in
Answer:
51 inches
Step-by-step explanation:
area = base x height
8.5 x 6 = 51
51 inches
Find the cost price if the selling price is $1800 and profit is $10%
Answer:$1636.4
Step-by-step explanation:
Selling price(sp)=$1800
Profit%=10%
Cost price(cp)=?
Profit%=(sp-cp)/cp x 100
10=(1800-cp)/cp x 100
Cross product
10cp=100(1800-cp)
Open brackets
10cp=180000-100cp
Collect like terms
10cp+100cp=180000
110cp=180000
Divide both sides by 110
110cp/110 = 180000/110
cp=1636.4
Cost price is $1636.4
Answer: Cost Price = $1, 636.36
Step-by-step explanation:
Given from the question Selling price (SP)= $1800; Profit%= 10%= 10/100 = 0.1
Cost price(CP)= ??
Profit% is derived by the formula
=(SP-CP)/ CP x 100
0.1 = (1800 - CP)/CP x 100
Then we cross multiply
0.1 x 100 x CP = 1800 - CP
10 CP = 100(1800 - CP)
Open the bracket
10 CP=180000 - 100CP
Divide both sides by 10
CP = 180000 - 100CP/10
CP = 18000 - 10CP
Combine like terms
CP + 10CP = 18000
11CP = 18000
Divide both sides by 11
CP = 18000/11
CP = $1, 636.36
what is he least common multiple of 5 and 6
Answer:
30.
Step-by-step explanation:
6 = 2 * 3
5 = 5
LCM = 2 * 3 * 5 = 30.
17. Only tenth-, eleventh-, and twelfth-grade students
attend Washington High School. The ratio of tenth
graders to the school's total student population is
86:255, and the ratio of eleventh graders to the
school's total student population is 18:51. If 1 student
is chosen at random from the entire school, which
grade is that student most likely to be in?
Answer: Eleventh Grade
Step-by-step
The ratio of tenth graders to the school's total population is 86:255 = 33.7%.
The ratio of eleventh graders to the school's total population is 18:51 = 35.3%.
Since the probability of a student being in either tenth, eleventh, or twelfth grade = 1 = 100% (that is, certainty), then the probability of a randomly drawn student being in twelfth grade is (100-33.7-35.3)% = 31.0%.
When randomly choosing one student from the whole school, it is most likely (35.3%) that the student is in the eleventh grade.
Which graph COULD represent the table of values?
A) A
B) B
C) C
D) D
Answer:
This will be your answer. Good luck! :)
Step-by-step explanation:
'Desmos Graphing Calculator' is extremely helpful to anyone who needs help in math involving functions and solving equations. Take the time to learn how it works and it'll be your best friend. Free, reliable, and saves time!
2). A bag contains 50 pieces of gum flavored cherry, grape, and watermelon.
• William will randomly pick a piece of gum.
• The probability of picking cherry is 5.
• The probability of picking watermelon is 10.
3
What is the probability William will pick a piece of grape gum?
Answer:
37 (i think)
Step-by-step explanation:the probability means the amount of (in this case) the cherry gum or watermelon gum. Add the amount and then subtract the total from the WHOLE number of the WHOLE of the group
(hopefully that made sense)
How do you identify if the equation is linear, exponential, or quadratic?
Answer:
It's form. Linear is a normal line, exponential is a curvy line, and quadratic is a u shape with the vertice on the y-axis line, making half of the u on the left quadrant and the other half on the right quadrant
Step-by-step explanation:
first is linear, second is exponential and third is quadratic
Answer:
quadratic needs to have a degree of 2, linear equations are in form y=mx+b and do not have exponents
Step-by-step explanation: