Answer:
There is no special hypothesis that you can come up with. You could, of course, hypothesize that they are special numbers
Step-by-step explanation:
5. Combien de paires de nombres naturels peut-on former dont : a) la somme est 23? b) la différence est 100?
Answer: a) 24 b) infini
Step-by-step explanation: a) parce que tu peut faire que 24 somme pour faire 23. B) infini car tout plus haut 100 fonctione
Do children weigh 160 pounds together the oldest weighs 120lbs more how much do they each weigh
Answer:
One child weighs 120lbs, and the other weighs 40lbs.
Step-by-step explanation:
Assuming that you meant "Two" instead of "Do", there are two children that weigh 160 pounds together. If we know that one child weighs 120lbs more, we know that the other child has to weigh 40lbs using the equation below where x represents the weight of the second child:
120 + x = 160
Subtract 120 from both sides
x = 40
FINAL ANSWER: One child weighs 120lbs, and the other weighs 40lbs.
4/5 divided 1/10 math problem trying to figure out
Answer:
8
Step-by-step explanation:
(4/5)/(1/10)
oreja
take the top most number and bottom most number, multiply the two. Then multiply the two middle numbers.
(4*10)/(5*1)
Simplify and you get:
40/5
=8
Video on Converting from different bases to base 10 [+]
Convert the following base 2 numeral to a base 10 numeral and enter your answer in the box.
101011
(Remember, the above number is in Base 2!)
Base 10 numeral:
Note: Only enter your final result.
Question Help: Video Message instructor
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101011 in base 2 is equal to 43 in base 10
reflection across the y-axis please I need help
M is the midpoint of AB. Q is the midpoint of AM. and T is the midpoint of QM. If the coordinates of A and B are a and b. find the coordinates of Q and T in terms of a and b.
The the coordinates of Q and T in terms of a and b is -
Q [(3a + b)/4] and T [(5a + 3b)/4].
What is Mid-point of a Line segment?
The mid-point of a line segment is a point on the line segment which divides it into two equal parts.
Given is a line segment AB whose mid-point is M with a and b being the coordinates of A and B respectively. Further, Q is the midpoint of AM and T is the midpoint of QM.
[Refer to the image attached for clear explanation]
Since M is the mid-point of AB, therefore the coordinates of point M will be = M [(a + b)/2]
Now, Q is the mid-point of AM. Therefore, the coordinates of Q will be =
[(a + b)/2 + a]/2 = Q [(3a + b)/4]
and
T is the mid-point of QM. Therefore, its coordinates will be =
(a + b)/2 + (3a + b)/4 = T [(5a + 3b)/4]
Hence, the the coordinates of Q and T in terms of a and b is -
Q [(3a + b)/4] and T [(5a + 3b)/4]
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HELP I DONT UNDERSTAND MY MATH HOMEWORK AND I HAVE 3 PAGES OF IT
Let U= {x | x is a whole number and 0 ≤ x ≤ 19) and C= {15, 16, 17, 18, 19). Write U U C using the listing method.
UUC=
set, in mathematics and logic, any collection of objects (elements), which may be mathematical (e.g., numbers and functions) or not. A set is commonly represented as a list of all its members enclosed in braces. The intuitive idea of a set is probably even older than that of number.
Let C=15, 16, 17, 18, and 19) and U=x | x is a full number and 0 x 19). Use the listing technique to write U U C.
UUC=
D U E = { 16, 18, 19, 20, 21 }
U stands for the union of sets.
We combine all of the components from the two groups.
16, 19, 21, and 16, 18, 19, 20 are the elements in sets D and E, respectively.
Therefore, we combine all of their components. The shared components of both sets are written just once.
As a result, there are 16, 18, 19, 20, and 21 elements in the set D U E.
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I need help
What is x/10 = 4
Answer:
40
Step-by-step explanation:
another answer to something elsse it might help Solve for x x-4=10. x − 4 = 10 x - 4 = 10. Add 4 4 to both sides of the equation. x = 10+ 4 x = 10 + 4. Add 10 10 and 4 4. x = 14 x = 14.
Answer:X=40
Step-by-step explanation:
3x + 2 = 5x-8 how do I solve this
Answer:
x = 5
Step-by-step explanation:
Use the formula for simple interest, I=Prt, to find the indicated quantity. I=$28; r=8%; t=3 months; P=?
==================================================
Work Shown:
i = 28
r = 8% = 0.08
t = 3 months = (3/12) year = 0.25 year
-----------
i = P*r*t
28 = P*0.08*0.25
28 = P*0.02
P = 28/0.02
P = 1400
Side notes:
always use the decimal form of rThe value of t is in years because of the annual interest rate
Find the area of AXYZ. (Hint: Draw a rectangle whose sides contain points X, Y, and Z.)
Ay
Y
-4
X
-2
Area: I
4
2
-2
N
2
square units
4 x
So
The area of triangle XYZ is of 13.3 units².
What is the missing information?The missing information are the vertices of the triangle, given as follows:
X(-3,2).Z(1,-1).Y(3,4).What is the area of a triangle?The area of a triangle is given by half the base multiplied by the height, that is:
A = 0.5bh
For this problem, the have that the base is the length of segment XZ, which is found applying the distance between two points as follows:
[tex]b = \sqrt{(1 + 3)^2+(-1 - 2)^2}[/tex]
b = sqrt(25)
b = 5.
The height is the distance between the midpoint of XZ and Y. The midpoint of XZ(mean of the coordinates) is (-1, 0.5), hence the height is:
[tex]h = \sqrt{(-1 - 3)^2+(4 - 0.5)^2}[/tex]
h = sqrt(4² + 3.5²)
h = 5.32.
Thus the area of the triangle is given by:
A = 0.5 x 5 x 5.32 = 13.3 units².
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Please help i dont understand
Answer :
1) If x = 6
Substitute 6 for x in the expression.
a) 5x-9
5(6)-9
30-9
21
b) 2x-7
2(6) -7
12-7
5
c) 8x+5
8(6)+5
48+5
53
d) 4(x+3)
4(6+3)
4(9)
36
e) x²-(-4)
6²-(-4)
36+4
40
f) 3x²+1
3(6²)+1
3(36) +1
108+1
109
2) Solve
a) 54 = 3x
Divide both sides by 3.
54/3 = 3x/3
x = 18
b) x-9 = -3
Add 9 to both sides.
x-9+9 = -3+9
x = 6
c) x/7 = 140
Express the 140 over 1 and cross multiply.
x/7 = 140/1
x = 140×7
x = 980
d) x/8 = 72
Express the 72 over 1 and cross multiply.
x/8 =72/1
x = 72×8
x = 576
Allison ran 5 miles in 40 minutes before running an additional 3 miles in 27 minutes is this proportional are not pls help ASAP
Answer:
no it is not proportional...
Step-by-step explanation:
5 miles/40 minutes is 1/8
3 miles/27 minutes is 1/9...
A student receives the following grades, with an A worth 4 points, a B worth 3 points, a C worth 2 points, and a D worth 1 point. What is the student's weighted mean grade point score? B in 2 two-credit classes D in 1 two-credit class A in 1 three-credit class C in 1 three-credit class
The student's GPA is of 2.33.
What is GPA?Grade Point Average (GPA) is the measure used to summaries your academic achievement at Griffith.
Given:
A worth 4 points,
B worth 3 points,
C worth 2 points,
D worth 1 point
The GPA is
= 3(3) + 1(3) + 2(4) + 2(2)/9+3+4+2
=9+3+8+4/18
=2.33
Hence, The student's GPA is of 2.33.
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vertical compression by a factor of 1/3 and a reflection of why axis f(x)= 6x-2
Answer: f(x)=(-6x-2)/3
Step-by-step explanation:
f(x)= 6x-2
f(x)= (6x-2)*1/3 ==>Vertical compression
f(x)=(6x-2)/3
f(x)=(6(-x)-2)/3 ==> reflection over y-axis is when x is being negated
f(x)=(-6x-2)/3
I’ll give brainless to the right answer
as a contractor to make a hole 4 5/8 inches diameter. express the mixed number as an improper fraction.
The mixed number as an improper fraction is 37/8
How to express the mixed number as an improper fraction?The diameter is give as:
Diameter = 4 5/8
Next we convert the above number to an improper fraction
The numerator is calculated as
Numerator = 8 * 4 + 5
This gives
Numerator = 37
Hence, the mixed number as an improper fraction is 37/8
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Convert 9.2495 to a percent
Answer:
924.95 %
Step-by-step explanation:
9.2495 x 100% = 924.95 %
What number is under the fraction bar
Answer:
Denominator
Step-by-step explanation:
The Denominator is under the fraction bar. The numerator is above the bar
Answer:
Denominator
Step-by-step explanation:
Denominator: The number below the fraction bar in a fraction; it tells the total number of equal parts.
I hope this image helps.
I can't understand,
Answer:so dividing you add a extra zero behind the dot or point while multiplying you decrease the decimal to a whole number
if it is right pls give me brainliest
Step-by-step explanation:The relationship between 0.8 divided by 10^2 and 0.8x10^2 is that 0.8 divided by 10^2 means you add extra zero to the dot like this 0.008 so what it mean is that 10^2 is to add extra zeros in front of the point or dot in 0.8 while 0.8x10^2 decreases the zero like this 80 so we remove the 0 in 0.8 which mean 0.8 is no longer a decimal but a whole number now and then add a extra zero because 10^2 mean add two zeros so if you see a number infornt of 10^ like 2 is how many zeros you add. so you add to extra zeros to 0.8 which decreases
A recent study of 50 U.S. chess players details such things as the number of years the players have been active and the chess ratings of the players. (A chess rating is a number, with a higher number indicating greater expertise.) The chess rating data for the sample of 50 players are summarized in the following
Using the given histogram, we have that 90% of the players in the sample have scores that are less than 2300.
What is the missing information?This problem is incomplete, but researching it on a search engine, we have that the histogram states as follows:
6 of these players have scores between 300 and 700.6 of these players have scores between 700 and 1100.13 of these players have scores between 1100 and 1500.14 of these players have scores between 1500 and 1900.6 of these players have scores between 1900 and 1300.5 of these players have scores between 2300 and 2700.The problem then asks the proportion of players in the sample with scores that are less than 2300.
What is an histogram?An histogram is a graph that shows the number of times each element of x was observed.
In the missing information section, we already gave the amounts presented by histogram, and we have that 45 out of 50 players have scores that are less than 2300, hence the proportion is given by:
p = 45/50 = 0.9.
Thus 90% of the players in the sample have scores that are less than 2300.
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please help me I have mistake
Answer:
See below
Step-by-step explanation:
Here is one possible mistake:
Let y= u = ( 2ax^2 +c)^2 expand
4 a^2 x^4 + 4 a x^2 c + c^2
dy/ dx then becomes
16 a^2 x^3 + 8 a x c <====== you have 8 a^2x^3 + 8axc
MAYBE ??
[tex]y = (2ax^2 + c)^2 (bx^2 - cx)^{-1}[/tex]
By the product rule,
[tex]\dfrac{dy}{dx} = \dfrac{d(2ax^2+c)^2}{dx} (bx^2-cx)^{-1} + (2ax^2+c)^2 \dfrac{d(bx^2-cx)^{-1}}{dx}[/tex]
For the first derivative on the right side, let [tex]u=2ax^2+c[/tex]. Then by the chain rule,
[tex]\dfrac{d(2ax^2+c)^2}{dx} = \dfrac{du^2}{dx} \\\\ ~~~~~~~~~~~~~~~~~~ = \dfrac{du^2}{du}\dfrac{du}{dx} \\\\ ~~~~~~~~~~~~~~~~~~ = 2u \dfrac{du}{dx} \\\\ ~~~~~~~~~~~~~~~~~~ = 2(2ax^2+c) \dfrac{d(2ax^2+c)}{dx}[/tex]
and by the power rule, this reduces to
[tex]\dfrac{d(2ax^2+c)^2}{dx} = 2 (2ax^2+c) (4ax) \\\\ ~~~~~~~~~~~~~~~~~~ = 8ax (2ax^2 + c)[/tex]
For the other derivative, let [tex]v = bx^2-cx[/tex]. Then
[tex]\dfrac{d(bx^2-cx)^{-1}}{dx} = \dfrac{dv^{-1}}{dx} \\\\ ~~~~~~~~~~~~~~~~~~~~ = \dfrac{dv^{-1}}{dv}\dfrac{dv}{dx} \\\\ ~~~~~~~~~~~~~~~~~~~~ = -v^{-2} \dfrac{dv}{dx} \\\\ ~~~~~~~~~~~~~~~~~~~~ = -(bx^2-cx)^{-2}\dfrac{d(bx^2-cx)}{dx}[/tex]
which reduces to
[tex]\dfrac{d(bx^2-cx)^{-1}}{dx} = -(bx^2 - cx)^{-2} (2bx - c)[/tex]
So one expression for the derivative we want is
[tex]\dfrac{dy}{dx} = 8ax (2ax^2 + c) (bx^2-cx)^{-1} - (2ax^2+c)^2 (bx^2 - cx)^{-2} (2bx - c)[/tex]
graph the lines Slope -1 passing through point (2,2)
The graph of the equation (y = x ) is attached below and this can be determined by using the point-slope form of the line.
Given :
A line with a slope of 1 that passes through the point (2,2).
The following steps can be used in order to sketch the graph a line with a slope of 1 that passes through the point (2,2):
Step 1 - First, determine the equation of the line that passes through the point (2,2) and has a slope of 1
Step 2 - Point-slope form can be used in order to determine the equation of a line.
y-y1 = m(x- x1)
where m is the slope and (x1, y1) is the point on the line.
Step 3 - Substitute the known terms in the above formula.
y-2 = 1(x-2)
Step 4 - Simplify the above equation.
y-2=x-2
x=y
Step 5 - Now, graph the above equation. The graph of the equation
(y = x ) is attached below.
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1.2 A pyramid, with the base similar to an obtuse-angled triangle as indicated by the diagram below. A = 110°, B = 40° and BC = 6 meters. The perpendicular height of the pyramid is 8 meters
1.Calculate the length of AB
2.Calculate the area of the base.
3.Calculate the volume of the pyramid
a) The length of the side AB is approximately 11.276 meters.
b) The area of the base of the pyramid is approximately equal to 6.161 square meters.
c) The volume of the pyramid is equal to 16.429 cubic meters.
What are the length of a side, the surface area and the volume of a pyramid?a) The picture shows a pyramid with a triangular base, the triangle has one obtuse angle and the length of the side AB can be found by the law of the sine:
6 / sin 110° = AB / sin 30°
AB = 6 × (sin 30° / sin 110°)
AB ≈ 3.193 meters
The length of the side AB is approximately 11.276 meters.
b) First, find the length of the side AC:
6 / sin 110° = AC / sin 40°
AC = 6 × sin 40° / sin 110°
AC ≈ 4.104 meters
Second, determine the area of the triangular base by Heron's formula:
s = 0.5 · (AC + BC + AB)
s = 0.5 · (4.104 m + 6 m + 3.193 m)
s = 6.649 m
A = √[s · (s - AC) · (s - BC) · (s - AB)]
A = √[6.649 · (6.649 - 4.104) · (6.649 - 6) · (6.649 - 3.193)]
A ≈ 6.161 square meters
The area of the base of the pyramid is approximately equal to 6.161 square meters.
c) The volume of the pyramid can be found by using the following expression:
V = (1 / 3) · A · h
Where:
A - Area of the pyramid base, in square meters.h - Height, in meters.If we know that A ≈ 6.161 square meters and h = 8 meters, then the volume of the pyramid is:
V = (1 / 3) · (6.161 m²) · (8 m)
V = 16.429 m³
The volume of the pyramid is equal to 16.429 cubic meters.
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Jackson left his house and walked at a constant rate. After 20 minutes he was 2 miles from his house. Jackson then walked back towards his house at a constant rate. After another 30 minutes he arrived at his house. Why should Jackson not use an absolute value function to model the distance from his house d after t minutes? Multiple choice question. cross out A)
Answer:
B) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal.
Step-by-step explanation:
there you go I hope this help! :)
The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal (option b).
Using an absolute value function to model the distance from his house would imply that the distances from his house are the same for both the outbound and return journeys, which is not the case in this scenario.
The rates at which Jackson walks to and from his house are not equal, as indicated by the different times taken for each leg of the journey (20 minutes to get away from his house and 30 minutes to return). This means the graph of the distance over time would not be symmetrical around a vertical line.
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The complete question is:
Jackson left his house and walked at a constant rate. After 20 minutes he was 2 miles from his house. Jackson then walked back towards his house at a constant rate. After another 30 minutes he arrived at his house.
Why should Jackson not use an absolute value function to model the distance from his house d after t minutes?
OA) The graph will be symmetrical because the rates at which Jackson walks to and from his house are equal.
OB) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal..
OC) The graph will be symmetrical because the rates at which Jackson walks to and from his house are not equal.
OD) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are equal
Suppose that 14 inches of wire costs 84 cents.
At the same rate, how much (in cents) will 11 inches of wire cost?
Answer:
11 inches of wire will cost 66 cents
Step-by-step explanation:
14 inches - 84 cents
find unit rate by dividing 84 by 14
84/14=6
so is is 6 cents per inch
so multiply 6 by 11
11 inches of wire will cost 66 cents
A ball is thrown from an initial height of 6 feet with an initial upward velocity of 40 fVs. The ball's height h (in feet) after / seconds is given by the following.
h=6+401-16r²
Find all values off for which the ball's height is 28 feet.
Round your answer(s) to the nearest hundredth.
The value for which the ball's height is 28 feet are 0.817sec and 1.683sec using quadratic equations.
What is a quadratic equation?
In algebra, a quadratic equation( from Latin quadratus' forecourt') is any equation that can be rearranged in standard form asax^2 + bx + c = 0
where x represents an unknown, and a, b, and c represent known figures, where a ≠ 0. is still, not quadratic, as there's no ax^2 term,( If a = 0( and b ≠ 0) also the equation is direct.)
The figures a, b, and c are the portions of the equation and may be distinguished by calling them, independently, the quadratic measure, the direct measure, and the constant or free term.The values of x that satisfy the equation are called results of the equation, and the roots or bottoms of the expression on its left-hand side. A quadratic equation has at most two solutions.Given,
h(0)=6 ft (six)
v(0)=40 ft/sec (fourty)
h(t)=6+40t-16t2 (equation)
for h=28 ft(twenty eight)
28=6+40t-16t2 (equation)
or 16t2 - 40t + 22 = 0 (equation)
or 8t2 - 20t + 11= 0(equation)
on solving the quadratic equation
t=0.817sec and 1.683sec (answer)
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A shirt and a tie are 57 together if the shirt is $29 more than the tie how much money is the Tie worth
Answer:
$14
Step-by-step explanation:
The tie costs x.
The shirt costs x + 29
Together they cost $57.
x + x + 29 = 57
2x + 29 = 57
2x = 28
x = 14
Answer: $14
Answer:
14
Step-by-step explanation:
Tie is X
Shirt is x + 29
So,
X+X+29= 57
2x+29= 57
57-29= 2x
28=2x
X= 14
So tie is 14 bucks
Two cyclists, 54 miles apart, start riding toward each other at the same time. One cycles 2 times as fast as
the other. If they meet 3 hours later, what is the speed (in mi/h) of the faster cyclist?
a. Write an equation using the information as it is given above that can be solved to answer this problem.
Use the variable r to represent the speed of the slower cyclist.
b. What is the speed of the faster cyclist?
mi/hr
The equation that we need to solve is:
(S + 2*S)*3h = 54mi
The speed of the slower cyclist is 6 mi/h
The speed of the faster cyclist is 12 mi/h.
How to write an equation that models this situation?Let's define S as the speed of the slower cyclist, thus 2*S will be the speed of the other cyclist.
They travel in opposite directions, and after 3 hours the travel a combined distance of 54 miles, then we can write the equation:
(S + 2*S)*3h = 54mi
With that equation, we can determine the speeds of the cyclists.
Solving for S we get:
(S + 2*S)*3h = 54mi
3*S = 54mi/3h = 18 mi/h
S = (18 mi/h)/3 = 6 mi/h
Then the speed of the slower cyclist is 6 miles per hour, and the speed of the faster cyclist is twice that, so it is 2*6 mi/h = 12 miles per hour.
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