Answer:
Step-by-step explanation:b
No real roots. Roots will have imaginary numbers. This means the quadratic is either always above the axis, or always below.
One real root. The graph touches the x -axis in one place. →
Two real roots. The graph crosses the x -axis twice.
GUYS I NEED HELP PLEASE!!!
Answer:
A.
Step-by-step explanation:
π/4 radians = 45°
In a 45-45-90 degree angle, the ratio of the lengths of the sides is
1 : 1 : √2
x = y = 1/√2
x = y = √2/2
Answer: A.
Answer:
A
Step-by-step explanation:
π/4 rad is 45°
cos 45° and sin 45° are both equal to (√2 / 2)
If you're curious, cos delta = x-coordinate while sin delta = y-coordinate
A group consists of 5 men and 8 women. 4 people are selected to attend a conference.
a. In how many ways can 4 people be selected from this group of 13?
b. In how many ways can 4 women be selected from the 8 women?
c. Find the probability that the selected group will consist of all women.
a. The number of ways to select 4 people from the group of 13 is ___.
b. The number of ways to select 4 women from the group of 8 women is ___.
c. The probability is ___.
(Type an integer or a simplified fraction.)
Answer:
in four (4) ways 4 people can be selected
One of the non-right angles of a right triangle has a
measure 20º more than twice the measure of the other
non-right angle. Find the measures of the angles of the
right triangle.
Answer:
Step-by-step explanation:
one angle is 50
Graph the function g(x) = 3^x + 3 and give its domain and range using interval notation
The question is an illustration of a function using graphs. When a function is plotted on a graph, the x-axis represents the domain, while the y-axis represents the range of the function.
The domain and the range of the given function are:
Domain: [tex](-\infty,\infty)[/tex]
Range: [tex](3,\infty)[/tex]
From the question, we have the function to be:
[tex]g(x) = 3^x + 3[/tex]
First, we plot the graph of g(x)
To do this, we first generate values for x and g(x). The table is generated as follows:
[tex]x = 0 \to g(0) = 3^0 + 3 = 4[/tex]
[tex]x = 1 \to g(1) = 3^1 + 3 = 6[/tex]
[tex]x = 2 \to g(2) = 3^2 + 3 = 12[/tex]
[tex]x = 3 \to g(3) = 3^3 + 3 = 30[/tex]
[tex]x = 4 \to g(4) = 3^4 + 3 = 84[/tex]
In a tabular form, we have the following pair of values
[tex]\begin{array}{cccccc}x & {0} & {1} & {2} & {3} & {4} \ \\ g(x) & {4} & {6} & {12} & {30} & {84} \ \end{array}[/tex]
See attachment for graph
From the attached graph of g(x), we can observe that the curve stretches through the x-axis and there are no visible endpoints.
This means that the curve starts from - infinity to +infinity
Hence, the domain is: [tex](-\infty,\infty)[/tex]
Also, from the same graph, we can observe that the curve of g(x) starts at y = 3 on the y-axis and the curve faces upward direction.
This means that the curve of g(x) is greater than 3 on the y-axis.
Hence, the range is: [tex](3,\infty)[/tex]
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if x=2 and y=3. What is x*y/xy+x*y
Answer
its uhhhhh i dont know
Step-by-step explanation:
Express 80 inches in standard notation using feet and inches.
80 inches in standard notation using feet and inches would be expressed as 6 ft 8 inches by converting inches into feet and inches.
The solution to the given problem is to use some standard conversion units that are:
1 foot = 12 inches1 inch = 0.8333 feetSolution:
As mentioned above that one inch is equal to 0.8333 foot therefore
1 foot = 12 inches
then,
80 inches would be equal to
= [tex]\frac{80}{12}[/tex] ft
= [tex]\frac{20}{3}[/tex] ft
= 6ft 8 inches
= 6' 8"
Thus, 80 inches in standard notation using feet and inches would be expressed as 6 ft 8 inches by converting inches into feet and inches.
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What are the coordinates of point K?
A (-2,4)
B (-2,-4)
C (2,-4)
D (2, 4)
Answer:
A
Step-by-step explanation:
I guess that is the answer
In the equation 11 - 4(x +4) = 6x, the first step is to simplify 11 - 4.
True
False
Answer:
False
Step-by-step explanation:
You first need to distribute the -4 to (x+4).
SI unit of areaWhat is the SI unit of area
square meter is the SI unit of area.
Change to cylindrical coordinates. 3∫−3 9-x^2∫0 9−x^2-y^2∫x^2+y^2 dz dy dx
I think the given integral reads
[tex]\displaystyle \int_{-3}^3 \int_0^{9-x^2} \int_{x^2+y^2}^{9-x^2-y^2} \mathrm dz\,\mathrm dy\,\mathrm dx[/tex]
In cylindrical coordinates, we take
x ² + y ² = r ²
x = r cos(θ)
y = r sin(θ)
and leave z alone. The volume element becomes
dV = dx dy dz = r dr dθ dz
Then the integral in cylindrical coordinates is
[tex]\displaystyle \boxed{\int_0^\pi \int_0^{(\sqrt{35\cos^2(\theta)+1}-\sin(\theta))/(2\cos^2(\theta))} \int_{r^2}^{9-r^2} r\,\mathrm dz\,\mathrm dr\,\mathrm d\theta}[/tex]
To arrive at this integral, first look at the "shadow" of the integration region in the x-y plane. It's the set
{(x, y) : -3 ≤ x ≤ 3 and 0 ≤ y ≤ 9 - x ²}
which is the area between a paraboloid and the x-axis in the upper half of the plane. So right away, you know θ will fall in the first two quadrants, so that 0 ≤ θ ≤ π.
Next, r describes the distance from the origin to the parabola y = 9 - x ². In cylindrical coordinates, this equation changes to
r sin(θ) = 9 - (r cos(θ))²
You can solve this explicitly for r as a function of θ :
r sin(θ) = 9 - r ² cos²(θ)
r ² cos²(θ) + r sin(θ) = 9
r ² + r sin(θ)/cos²(θ) = 9/cos²(θ)
(r + sin(θ)/(2 cos²(θ)))² = 9/cos²(θ) + sin²(θ)/(4 cos⁴(θ))
(r + sin(θ)/(2 cos²(θ)))² = (36 cos²(θ) + sin²(θ))/(4 cos⁴(θ))
(r + sin(θ)/(2 cos²(θ)))² = (35 cos²(θ) + 1)/(4 cos⁴(θ))
r + sin(θ)/(2 cos²(θ)) = √[(35 cos²(θ) + 1)/(4 cos⁴(θ))]
r = √[(35 cos²(θ) + 1)/(4 cos⁴(θ))] - sin(θ)/(2 cos²(θ))
Then r ranges from 0 to this upper limit.
Lastly, the limits for z can be converted immediately since there's no underlying dependence on r or θ.
The expression above is a bit complicated, so I wonder if you are missing some square roots in the given integral... Perhaps you meant
[tex]\displaystyle \int_{-3}^3 \int_0^{\sqrt{9-x^2}} \int_{x^2+y^2}^{9-x^2-y^2} \mathrm dz\,\mathrm dy\,\mathrm dx[/tex]
or
[tex]\displaystyle \int_{-3}^3 \int_0^{\sqrt{9-x^2}} \int_{x^2+y^2}^{\sqrt{9-x^2-y^2}} \mathrm dz\,\mathrm dy\,\mathrm dx[/tex]
For either of these, the "shadow" in the x-y plane is a semicircle of radius 3, so the only difference is that the upper limit on r in either integral would be r = 3. The limits for z would essentially stay the same. So you'd have either
[tex]\displaystyle \int_0^\pi \int_0^3 \int_{r^2}^{9-r^2} r\,\mathrm dz\,\mathrm dr\,\mathrm d\theta[/tex]
or
[tex]\displaystyle \int_0^\pi \int_0^3 \int_{r^2}^{\sqrt{9-r^2}} r\,\mathrm dz\,\mathrm dr\,\mathrm d\theta[/tex]
2.
The reflector of a satellite dish is in the shape of a parabola with a diameter of 4 feet and a depth of 2 feet. To get the maximum reception we need to place the antenna at the focus.
a. Write the equation of the parabola of the cross section of the dish, placing the vertex of the parabola at the origin. Convert the equation into standard form, if necessary. What is the defining feature of the equation that tells us it is a parabola?
b. Describe the graph of the parabola. Find the vertex, directrix, and focus.
c. Use the endpoints of the latus rectum to find the focal width.
d. How far above the vertex should the receiving antenna be placed?
Answer:
Step-by-step explanation:
Assume the dish opens upwards. The cross-section through the vertex is a parabola. You know three points on the parabola: (0,0), (2,2), and (-2,2). Plug the points into y = ax² + bx + c to get a system of three equations where a=0.5, b=c=0.
Equation of parabola: y = 0.5x²
:::::
Vertex (0,0)
Focal length = 1/(4×0.5) = 0.5
Focus (0,0+0.5) = (0, 0.5)
Directrix y = 0-0.5 = -0.5
:::::
At endpoints of latus rectum, y = 0.5
x = ±√0.5 = ±√2/2
Focal width = 2×√2/2 = √2
:::::
Place antenna at focus, (9,2)
Students at a virtual school are allowed to sign up for one math class each year. The numbers of students signing up for various math classes for the next school
year are given in the following table:
Grade Geometry Algebra II Pre-Calculus AP Statistics Total
10th
150
75
25
5
255
11th
50
100
75
20
245
12th
10
50
100
65
225
Total 210
225
200
90
725
Part A: What is the probability that a student will take AP Statistics? (2 points)
Part B: What is the probability that a 12th-grader will take either Pre-Calculus or AP Statistics? (2 points)
Part C: What is the probability that a student will take Algebra II given that he or she is in the 11th grade? (2 points)
Part D: Consider the events "A student takes Algebra II and "A student is a 10th-grader. Are these events independent? Justify your answer. (4 points)
A well formatted table of the distribution is attached below :
Answer:
0.124
0.733
0.408
Step-by-step explanation:
Using the table Given :
1.) P(AP Statistics) = 90 / 725 = 0.124
2.) P(12th grade ; Precalculus or AP Statistics) = (100 + 65) / 225 = 165 /225 = 0.733
3.) P(Algebra 11 | 11th grade) = P(Algebara11 n 11th grade) / P(11th grade) = 100 / 245 = 0.408
I need to solve for x and z if you could explain as well. Thank you
Answer:
x = 6
z = 60
Step-by-step explanation:
Solve for x
(6x + 84) = 120
- 84 -84
6x = 36
6x/6 = 36/6
x = 6
Then solve for z
120 + z = 180
-120 -120
z = 60
The Richter scale measures the magnitude, M, of an earthquake as a function of its intensity, I, and the intensity of a reference earthquake, .
Which equation calculates the magnitude of an earthquake with an intensity 10,000 times that of the reference earthquake?
Answer:
Option B. M = Log 10000
Step-by-step explanation:
From the question given above, we were told that the intensity (I) is 10000 times that of the reference earthquake (I₀).
Thus, we can obtain the magnitude (M) of the earthquake as follow:
Let the reference earthquake (I₀) = A
Then, the intensity (I) = 10000 × A
M = Log(I/I₀)
M = Log(10000A / A)
M = Log 10000
Thus, option B gives the right answer to the question.
If p-1/p=4,find the value of P2+1/p2
Answer:
18
Step-by-step explanation:
(p-1/p)² = 4²
p² + 1/p² - 2(p)(1/p) = 16
p²+1/p² -2 =16
so, p²+1/p² = 16+2
= 18
i need help on this PLS
I REALLY HOPE THIS HELPS! I’m sorry if this was wrong but I really believe it’s true.
Answer:
The value of P is $6.75.
Step-by-step explanation:
In the diagram to the left, we see 6 apples, and are labeled that the price is $4.50.
If the prices are proportional, that may mean that each apple has the same price. To find the price of apples in the diagram to the right, divide the total price by 6:
4.50/6 = 0.75
So the price per apple is 0.75.
As seen on the diagram, P represents the total price of 9 apples.
Multiply the price per apple by 9:
0.75 x 9 = 6.75
So the value of P is $6.75
Find the mean, median, and mode of the following data. If necessary, round to one more decimal place than the largest number of decimal places given in the data.
MLB Batting Averages
0.2750.275 0.3190.319 0.3140.314 0.2800.280 0.2880.288
0.3140.314 0.2950.295 0.2960.296 0.3170.317 0.2760.276
0.2740.274 0.2890.289 0.2950.295 0.2760.276 0.2750.275
0.2960.296 0.3110.311 0.2890.289 0.2830.283 0.3120.312
Answer:
0.2937 ;
0.292 ;
0.275, 0.314, 0.295, 0.296, 0.276, 0.289
Step-by-step explanation:
0.275 0.319 0.314 0.280 0.288 0.314 0.295 0.296 0.317 0.276 0.274 0.289 0.295 0.276 0.275 0.296 0.311 0.289 0.283 0.312
Reordered data :
0.274, 0.275, 0.275, 0.276, 0.276, 0.280, 0.283, 0.288, 0.289, 0.289, 0.295, 0.295, 0.296, 0.296, 0.311, 0.312, 0.314, 0.314, 0.317, 0.319
The mean : ΣX / n ; n = sample size, = 20
Mean = 5.874 / 20 = 0.2937
The median : 1/2(n+1)th term
Median = 1/2(21)th term = 10.5 th term
Median = (10th + 11th) terms / 2
Median = (0.289+0.295) / 2 = 0.292
The mode = 0.275, 0.314, 0.295, 0.296, 0.276, 0.289 (values with ten highest number of occurence.)
QUESTION 2
A board is 86 cm. in lenght and must be cut so that one piece is 20 cm. longer than the other piece
Find the lenght of each piece.
A26 cm and 60 cm
b. 33 cm and 53 cm
C 30 cm and 56 cm
d. 70 cm and 16 cm
One piece will be length x and the other piece will be 20 cm longer, so it will be x + 20 cm long.
Added together the length of these two boards will equal 86 cm. So you can write an equation:
x + (x + 20) = 86
Remove the parentheses and add the two x's together to get:
2x + 20 = 86
Subtract 20 from both sides:
2x = 66
Divide both sides by 2 and you have:
x = 33
The short piece is 33 cm and the other piece is 20 cm longer or 33 + 20 = 53 cm.
One month Kaitlin rented 2 movies and 5 video games for total of $34. The next month she rented 8 movies and 3 video games for total of $51. Find the rental cost of each movie and each video game.
Answer:
A movie is $4.50 and a video game is $5
Step-by-step explanation:
Create a system of equations where m is the cost of each movie and v is the cost of each video game:
2m + 5v = 34
8m + 3v = 51
Solve by elimination by multiplying the top equation by -4:
-8m - 20v = -136
8m + 3v = 51
Add these together and solve for v:
-17v = -85
v = 5
So, a video game is $5. Plug in 5 as v into one of the equations, and solve for m:
2m + 5v = 34
2m + 5(5) = 34
2m + 25 = 34
2m = 9
m = 4.5
A movie is $4.50 and a video game is $5
Suppose (-13,2) is a point on the graph of y=f(x). What is a point that will be on the graph of y=9f(x)-5
9514 1404 393
Answer:
(x, y') = (-13, 13)
Step-by-step explanation:
At the given value of x, f(x) = 2. Then 9f(x)-5 = 9(2) -5 = 13.
The point on the scaled, translated graph will be ...
(x, y') = (-13, 13)
_____
The graph shows a function f(x) with a distinct feature (vertex) at (-13, 2). It also shows where that distinct feature moves to when the function is scaled and translated.
help me out, so I can confirm my answers...:)
Answer:
Step-by-step explanation:
i) 18 - 2b = 5a
18 - 2b - 5a = 0
-2b -5a = -18
2b + 5a = 18
5a + 2b = 18
ii) 3a = 5b + 17
3a - 5b = 17
At this time x = 3, y = -5, c= 17
ax + by = c is equivelant to 3a -5b = 17
So another equation is:
3a - 5b = 17
Answer from Gauthmath
Step-by-step explanation:
18-2b=5a
we want to make 5a the subject so first we 5a to the left so our new equation is 5a+18-2b=0
then we move the 2b infront of the +18 so then our new equation is 5a+2b+18=0 then. we move the +18 to the other side to give 5a+2b=18
Slope - 9; through (6,-9)
Answer:
Y= -9x+45
y = -9 X + b
-9 = -9(6) + b
-9 = -54 + b
b=45
Step-by-step explanation:
Find the measure of x. X=8, x=7, x=9, x=11
Answer:
[tex]\frac{135}{15} =\frac{15(x+2)}{15}[/tex]
[tex]9=x+2[/tex]
[tex]x=7[/tex]
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According to Fidelity Investment Vision Magazine, the average weekly allowance of children varies directly as their grade level. In a recent year, the average allowance of a 9th-grade student was 9.66 dollars per week. What was the average weekly allowance of a 5 th-grade student?
The average weekly allowance of a 5th grade student as calculated using direct variation with the information provided by Fidelity Investment Vision Magazine is 5.367 dollars per week.
The question given is a direct variation problem:
Let:
• Average weekly allowance = [tex]a[/tex]
• Grade level = [tex]g[/tex]
If Average weekly allowance varies directly as grade level , then , then the direct variation between the variables can be expressed as :
[tex]a = k * g[/tex]
Where , [tex]k[/tex] = constant of proportionality
We can obtain the value of k from the given values of a and g
[tex]9.66 = k * 9\\9.66 = 9k\\k = 9.66/9[/tex]
Our equation becomes:
[tex]a = (9.66/9) * g[/tex]
[tex]a = (9.66/9) * 5\\a = 5.367[/tex] (rounded to 3 decimal places)
Hence, using proportional relationship, the average weekly allowance for a 5th grade student is [tex]5.367[/tex] per week
Learn more about direct variation here:
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What is the slope of a relation with ordered pairs of (-5, 3) and (4.1).
9/2
2/9
-9/2
-2/9
2
-2
What is the distance from point Yto wx in the figure below?
W 16 Z
30
X
1612
34
O A. 4
O B. 162
O C. 16
O D. Cannot be determined
E. 16/3
F. 8
The length of YZ in the similar triangle given is calculated using Pythagoras theorem which gave us 16√3
What are Similar TriangleSimilar triangles are two or more triangles that have the same shape but may be different sizes. They have the same angles and corresponding sides that are proportional.
In this problem, we need to use the concept of ratio and proportions to find the length of YZ
However, we can simply use Pythagoras theorem to determine the length.
According to Pythagoras' Theorem, the square of the hypotenuse, or side opposite the right angle, in a right-angled triangle, is equal to the sum of the squares of the other two sides.
It is expressed as the equation a² + b² = c².
This is because the triangles forms a right angled triangle and we can easily apply that here.
YZ² = 16² + (16√2)²
YZ² = 768
YZ = √768
YZ = 16√3
The length or distance from point Y to WX which is the same as the length of YZ is calculated as 16√3.
Learn more on similar triangle here;
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#SPJ1
Answer:
C. 16
Step-by-step explanation:
I hope this helps :)
Suppose a young sedentary woman wanted to lose 30 pounds of body fat in a period of 20 weeks. She now weighs 160 pounds and her activity level is such so she needs 15 Calories per pound of body weight to maintain her weight. Calculate the number of Calories she may consume daily in order to lose the 30 pounds by diet only. 1,000 1,250 1,400 1,650 1,900
Answer:
The answer is "1900"
Step-by-step explanation:
It takes 500 fewer calories per day for her to lose 1 lb of weight every week.
[tex]\to (15 \times 160)-500 =(2400)-500 =2400-500=1900[/tex]
A rectangle has a length of 27 inches less than 4 times it’s width. If the area of the rectangle is 2790 square inches, find the length of the rectangle
Let the width = x
The length would be 4x-27
Area = length x width
2790 = (4x-27) * x
Expand:
2790 = 4x^2 - 27x
Subtract 2790 from both sides:
4x^2 - 27x - 2790 = 0
Use the quadratic formula to solve for the positive value of x:
X = -(-27) + sqrt(-27^2 -4*4(-2790)) /(2*4)
X = 30
Now replace x with 30 in the lengths:
Width = x = 30 inches
Length = 4x -27 = 4(30) -27 = 120-27 = 93 inches
Solve the System of Inequalities
Elimination method
3x +4y ≥ 0
2x +3y ≥ 1
Multiply by 2, -3
6x +8y ≥ 0
-6x +-9y ≥ -3
Add
-1y ≥ -3
y = 3
3x + 12≥ 0
3x + ≥ -12
x = -4
answer: y = 3 x = -4
A cyclist rides his bike at a speed of 15 miles per hour. What is this speed in kilometers per hour? How many kilometers will the cyclist travel in 4 hours? In your computations, assume that 1 mile is equal to 1.6 kilometers. Do not round your answers.
Answer:
Step-by-step explanation:
Speed = (15 mi)/hr × (1.6 km)/mi = (24 km)/hr
:::::
(4 hr) × (24 km)/hr = 96 km
