A lake near Susan's house is predicted to lose water every day because of a drought. The table shows the estimated water depth in feet, y, after x days of drought. 0 100 1 99.5 2 99 3 98.5 4 98 5 97.5 Choose the function that represents the data. O y = -0,5x + 100 O y=-x05 + 100 O y=-0.5x² + 100 Oy= - +100 X 0.5​

The answer is 3.18.

The given equation is sin(4x)cos(6x) − cos(4x)sin(6x) = -0.9. To find the smallest positive solution, we can use the following identities: sin(A + B) = sinAcosB + cosAsinBcos(A + B) = cosAcosB - sinAsinBWe can rewrite the given equation using these identities as follows:sin(4x + 6x) = -0.9sin(10x) = -0.9sinx = -0.09We need to solve for the smallest positive value of x. To do this, we can find the value of x in the interval [0, 2π] such that sinx = -0.09.Using a calculator, we get:x ≈ 3.176 rad ≈ 181.97°The smallest positive solution in degrees is 181.97°. To get the answer to 2 decimal places, we can round off the value of x to 2 decimal places, giving:smallest positive solution ≈ 3.18 rad (to 2 decimal places) or ≈ 181.97° (to 2 decimal places)Thus, the answer is 3.18.

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The ratio of the volume of the cone to the volume of the cylinder is 1:2, or 1/2, meaning the volume of the cone is one-half of the volume of the cylinder. This is because the cone and the cylinder have the same height and base.

The formula for the volume of a cylinder is [tex]V = \pi r^2h,[/tex] where V is the volume, r is the radius, and h is the height.

Let's assume that the cone and cylinder have a radius of 'r' and a height of 'h'.

The volume of the cylinder is given by [tex]= \pi r^2h.[/tex]

The volume of the cone is given by V_cone = [tex](1/3)\pi r^2h.[/tex]

Since the cone and cylinder have the same base and height, their radius and height are the same.

Therefore, we can simplify the volumes as V_cylinder = [tex]\pi r^2h[/tex] and V_cone = [tex](1/3)\pi r^2h.[/tex]

The ratio of the volume of the cone to the volume of the cylinder is then:

V_cone/V_cylinder = [tex]((1/3)\pi r^2h) / (\pi r^2h) = (1/3) / 1 = 1/3[/tex]

So, the volume of the cone is one-third of the volume of the cylinder.

Alternatively, we can write this as the ratio of the volume of the cone to the volume of the cylinder being 1:2, since the volume of the cylinder is twice the volume of the cone.

Therefore,The ratio of the volume of the cone to the volume of the cylinder is 1:2, or 1/2, meaning the volume of the cone is one-half of the volume of the cylinder. This is because the cone and the cylinder have the same height and base.

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1. Find the length of DE. 2. Calculate the length of BD. 3. Add BD and EC to get AD.

To find the length of AD, the following steps can be followed:

1. To find the length of DE, the Pythagorean theorem can be used. It states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. In this case, the triangle is DEBC.

Therefore, DE2 = (12)2 + (10)2 = 144 + 100 = 244.

Taking the square root of 244 gives the length of DE as 15.722.

2. The length of BD can then be calculated as 12, since it is already given in the figure.

3. To find the length of AD, the lengths of BD and EC can be added together. That is, AD = BD + EC = 12 + 10 = 22.

Therefore, the length of AD is 22.

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Therefore , the solution of the given problem of inequality comes out to be three individuals are listed as not purchasing either a dress or a coat.

Despite the fact that algebra lacks a comparable symbol, its distinction can be expressed by a pair or collection for numbers. Equilibrium is typically followed by equity. The ongoing disparity in norms is what causes inequality. Disparity and fairness are not synonymous. Even though the components are typically not connected or situated closely together, that was our most popular symbol.

Here,

The 120 customers who frequent the store are represented by the rectangle in the Venn diagram.

The "C" circle stands for those who purchase a coat, and the "D" circle for those who purchase a frock.

The individuals who purchase both a dress and a coat are represented by the area inside the overlap of the two circles. 19 less the number of individuals who purchase both a coat and a dress equals the number of people who only purchase a coat. 14 less the number of people who purchase both a parka and a dress equals the number of people who only purchase a dress.

Three individuals are listed as not purchasing either a dress or a coat.

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The values that complete the equations so that each statement is true are presented as follows;

No solution

6 - 3 + 4·x + 1 = 4·x + 4

One solution

6 - 3 + 4·x + 1 = 3·x + 3

Infinitely many solutions

6 - 3 + 4·x + 1 = 4·x + 4

A linear equation is the equation of a straight line. The degree of a linear equation is the first degree, therefore, the highest power of the variables in a linear equation is 1.

The equation 6 - 3 + 4·x + 1, can be simplified as follows;

6 - 3 + 4·x + 1 = 4 + 4·x

A system of linear equations have no solutions when they have the same slope and different y-intercept.

The slope of the equation, y = 4 + 4·x is 4, and the y-intercept of the equation is 4, therefore the equation will have no solution, when we have;

The slope (the coefficient of x) of the equation on the right hand side is 4, and the y-intercept, the constant term differs from 4

Therefore the equation has no solution, is of the form;

When those the equation; 6 - 3 + 4·x + 1 = 4·x + 4

A system of linear equation has one solution when they have different slopes, therefore, the system will have one solution when we have;

6 - 3 + 4·x + 1 = 4·x + 4 = 3·x + 3

A system of equations have infinitely many solutions when the slope and the y-intercept on the left and right hand side of the equation are the same, therefore, we get;

The equation will have infinitely many solutions when the equations are;

6 - 3 + 4·x + 1 = 4·x + 4

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Answer: 3/8

Step-by-step explanation: You have a 1 in 5 chance of pulling an orange.

5/25, or if you need to simplify then 1/5

Each girl will receive the ratio of Girl 1: R2000, Girl 2: R3000 Girl 3: R7000

To find out how much each girl will get, we need to first add up the ratios:

2 + 3 + 7 = 12

Then, we can divide the total amount of money by the total ratio:

12000 ÷ 12 = 1000

This means that each "part" of the ratio is worth R1000.

To calculate how much each girl will get, we need to multiply their respective ratios by R1000:

Girl 1: 2 parts x R1000/part = R2000

Girl 2: 3 parts x R1000/part = R3000

Girl 3: 7 parts x R1000/part = R7000

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Answer:

4.5 m^3

Step-by-step explanation:

Volume = length × breadth × height

= 5m × 1.2m ×(75÷100)m

= 4.5 m^3

Answer:

If no other deposits or withdrawals are made, the account will have a balance of $1406.08 after 9 months. Find the annual interest rate. Expert Answer.

1 answer

·

Top answer:

Given that P=1,250A=1,406.08n=9 month

Step-by-step explanation:

Answer:

Step-by-step explanation:

davrsgdrbfghfgbfrtnrfnfgnftytfnrfnrrjmrnhherththtrgwgegergergetgethtrgtegegehtrhtrhtrhtrtghrthrthrthrtrthrthrrhrhtrhhrthrhrthrt

Answer:

(x-6)(x-2)

Step-by-step explanation:

To factor, we use the quadratic formula, which gives us the roots of the equation. In an equation as ax²+ bx + c, we can use (-b±√(b^2-4ac))/2a. Since we have x² - 8x +12, a will be 1, b will be -8, and c will be 12.

(-(-8)±√((-8)²-4(1)(12))/2(1)

(8±√(64-48)/2

(8±√16)/2

(8±4)/2

We now have two cases: (8+4)/2 and (8-4)/2. We can solve these:

(8+4)/2 = 12/2 = 6

(8-4)/2 = 4/2 = 2

Since we have to factor this, we have to write it in the form of

(x-z)(x-y)

for z, we have 6, and for y, we have 2

(x-6)(x-2) is our final answer.

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Linda traveled faster than Imani because when t =1 , linda traveled 65 miles and Imani traveled 60 miles and linda travelled at a faster rate because when t=0,

She travelled 10 miles and Imani travelled 0 miles these are cοrrect answer. The prοvided graph's cοοrdinates are (2, 120) and (4, 240).

A graph is a structure that amοunts tο a set οf items where sοme pairs οf the οbjects are in sοme manner "cοnnected" in discrete mathematics, mοre specifically in graph theοry. The items are represented by mathematical abstractiοns knοwn as vertices (sοmetimes knοwn as nοdes οr pοints), and each pair οf cοnnected vertices is knοwn as an edge. Generally, a graph is represented diagrammatically as a cοllectiοn οf dοts οr circles fοr the vertices cοnnected by lines οr curves fοr the edges. Graphs are οne οf the tοpics studied in discrete mathematics.

Slοpe with (2, 120) and (4, 240) is

Slοpe (y2-y1)/(x2-x1)

= (240-120)/(4-2)

= 120/2

= 60

Put m=60 and (x, y)=(2, 120) in y=mx+c, we get

120=60(2)+c

c=0

Sο, equatiοn is y=60x

Put x=0, 1, 2, 3 and 4, we get

y= 0, 60, 120, 180, 240

(0, 0), (1, 60), (2, 120), (3, 180) and (4, 240)

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As the density of Mercury is higher than that of both Copper and Zinc, so both the new & old penny will float on mercury.

By dividing the object's mass by its volume, we may determine the density of metal.

Mass/volume equals density.

For ex, the object would have a density of 0.284 per cubic inch if its mass were 7.952 pounds and its volume were 28 cubic inches.

Now here in the given question,

Density of copper = 8.8g/cm³

Density of zinc = 7.2g/cm³

Here, both the densities are lesser than that of mercury.

Hence, both the metal pennies will float when dropped into a beaker of mercury.

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The 85% confidence interval that the true mean number of words a third grader can read per minute is between 30.131 and 30.869.

To create a confidence interval for the mean number of words a third grader can read per minute, an educational psychologist wishes to know the mean number of words a third grader can read per minute. She intends to produce an estimate at an 85% level of confidence.

For a sample of 146 third graders, the mean words per minute read was 30.5. Assume a population standard deviation of 3.1.

To create a confidence interval, the following formula can be used:

µ±z_α/2*σ/√n

Here, we are given the following details:

Sample size: n = 146

Mean: µ = 30.5

Population standard deviation: σ = 3.1

Level of confidence: α = 1 - 0.85 = 0.15

We need to determine the critical value of z_α/2.

α/2 ⇒ 0.15/2 ⇒ 0.075

Using a standard normal distribution table, we find that the value of z_0.075 is 1.44.

Confidence Interval: µ ± z_α/2*σ/√n

⇒ 30.5 ± 1.44 × (3.1/√146)

⇒ 30.5 ± 0.369

Thus, the confidence interval for the mean number of words a third grader can read per minute is (30.131, 30.869).

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The multiplication problem that matches the model is: 5 * 1/2

A representation is a way of showing multiplication.  A model for multiplication is slightly more sophisticated and it is comprised of several related representations that all have the same structure. There are two models for multiplication  namely repeated addition and arrays.

From the attached file, we see that there are 5 images. Now, each image depicts a triangle that is shaded in half.

Thus, it means that each triangle represents the fraction 1/2.

Thus, the model will be expressed as a multiplication model as;

5 * 1/2

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The number of males in the village in 1999 was 1200, given that the male to female ratio was 3:5 and the total population was 2000.

Let's assume that in the year 1999, there were M males and W females living in the village, so the total population would be P = M + W = 2000.

Then, in the year 2004, the male population increased by 10%, so the number of males became 1.1M, and the female population decreased by 6%, so the number of females became 0.94W.

The total population remained unchanged, so we have:

1.1M + 0.94W = P = 2000

We also know that P = M + W, so we can substitute this into the above equation:

1.1M + 0.94W = M + W

0.1M = 0.06W

M/W = 3/5

So the ratio of males to females in the village in 1999 was 3:5. Therefore, we can write:

M + W = 2000

3/5 (M + W) = 3/5 (2000)

M = 1200

Therefore, there were 1200 males living in the village in the year 1999.

We can check that this answer is consistent with the information given in the problem. In 1999, there were 2000 people in the village, and the ratio of males to females was 3:5. This means that the number of males is 3/8 of the total population, and the number of females is 5/8 of the total population:

Number of males = 3/8 x 2000 = 750

Number of females = 5/8 x 2000 = 1250

Now let's apply the changes that occurred between 1999 and 2004. The male population increased by 10%, so the new number of males is:

1.1 x 750 = 825

The female population decreased by 6%, so the new number of females is:

0.94 x 1250 = 1175

The total population is:

825 + 1175 = 2000

So the total population remained unchanged, as required by the problem statement. Therefore, our answer of 1200 males in 1999 is consistent with the information given in the problem.

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the probability that Steven will select a table-tennis ball with a "1" written on it and also a table-tennis ball with a "B" written on it is approximately 0.2679, or 26.79%.

To find the probability that Steven will select a table-tennis ball with a "1" written on it and also a table-tennis ball with a "B" written on it, we need to know how many table-tennis balls with "1" and "B" there are and the total number of table-tennis balls.

The probability of Steven selecting a "1" on his first pick is:

P(1 on first pick) = 3/8

The probability of Steven selecting a "B" on his second pick, given that he has already selected a "1", is:

P(B on second pick | 1 on first pick) = 5/7

The probability of Steven selecting a "1" and a "B" in sequence is the product of these two probabilities:

P(1 and B) = P(1 on first pick) * P(B on second pick | 1 on first pick)

= (3/8) * (5/7)

= 0.267857

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Answer: Monomial

!!Not 100% sure!!

Answer: The answer is Monomial because the expression, 2x is 1 term.

Using the laws of logarithms, the value of x is 1024

We are given the equations:

log x = 1,000,000,000

log₂ x = 10

Using the definition of logarithms, we know that log x = y is equivalent to x = 10^y. Therefore, we can rewrite the given equations as:

x = 10^1,000,000,000

x = 2^10

We can use a calculator to find that 10^1,000,000,000 is an extremely large number (a "googol" is a 1 followed by 100 zeroes, and this number is much larger than a googol). However, we can simplify the expression x = 2^10 by calculating 2^10, which is 1024.

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Answer:

Area = π*r^2

Area = 113.1 units^2

Step-by-step explanation:

The figure drawn is a circle.  The ancient Greeks devised an approximation of the area of circles by dividing the circle into a series of small triangles with their peaks at the center of the circle and their bases  are formed by the curve of the circle.  Although this means there is an error because the circumference is not a straight line, they made the triangles small enough so that the error would be minimized.  They found that the area of the circle was related to it's radius by the expression: Area = π*r^2.  

Without retracing their steps, let's simply use the formula that is now the accepted measure of the area of a circle.  Pi (π) is 3.14 to 3 decimal places.  Far more accurate values are known, but 3.14 offers reasonable accuracy, assuming this is not intended for space flight.

Area = π*r^2

Area = 3.34*(6)^2

Area = 113.1 units^2

Answer: 1/6 x  3,  1/6 of 3

Step-by-step explanation: i did this in iready one time and got it write :))))))

have a great day/night or whatever ididdkk

The ladder will reach a height of 8 feet, which is greater than 7 feet. So, the ladder will indeed reach 7 feet high, and even higher.

A right triangle's three sides are related in Euclidean geometry by the Pythagorean theorem, also known as Pythagoras' theorem. According to this statement, the areas of the squares on the other two sides add up to the area of the square whose side is the hypotenuse.

We can use the Pythagorean theorem to determine if the ladder will reach 7 feet high. Let's let x be the height that the ladder reaches, as shown in the diagram below:

According to the Pythagorean theorem, we have:

[tex]$\begin{align*}x^2 + 6^2 &= 10^2 &= 100 - 36 &= 64 \x &= \sqrt{64} \x &= 8\end{align*}[/tex]

Therefore, the ladder will reach a height of 8 feet, which is greater than 7 feet. So, the ladder will indeed reach 7 feet high, and even higher.

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composite shape

becuse thats what its called

For example, to achieve a sum of $100,000 in 10 years with an initial investment of $10,000, the annual rate of return r required would be:

r =[tex](1/10) ln(100,000/10,000) = 0.069.[/tex]

a) The differential equation which models the rate of change of the sum with respect to time (t) is given by:

dS/dt = rS

where S is the sum and r is the annual rate of return.

b) The formula for the sum can be obtained by solving the differential equation:

S = S0ert

where S0 is the initial investment.

c) To determine the value of r which will provide the desired sum in a given amount of time, we can rearrange the equation above to give:

[tex]r = (1/t) ln(S/S0)[/tex]

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The true value of the standard deviation may be in the interval of (0.12, 0.3757), it may or may not be 0.12 Ω.

Calculation of a 95% two-sided confidence interval for standard deviation of resistance, σ95% two-sided confidence interval for standard deviation of resistance is given by:\[\left(\sqrt{\frac{\left(n-1\right)s^2}{\chi_{0.025,n-1}^2}},\sqrt{\frac{\left(n-1\right)s^2}{\chi_{0.975,n-1}^2}}\right)\]where s = 0.194 Ω, n = 15, and Χ² distribution with df = 14 at α = 0.05/2 = 0.025/0.975The range of the 95% two-sided confidence interval for the standard deviation of resistance is given as follows:95% two-sided confidence interval for standard deviation of resistance = (0.12, 0.3757)Hence, the 95% two-sided confidence interval for the standard deviation of resistance is given as (0.12, 0.3757).b) Explanation:The standard deviation of the resistance is believed to be 0.12 Ω. From the 95% confidence interval obtained in part (a), 0.12 Ω is not within the 95% confidence interval. This means it is not reasonable to believe that the standard deviation of all resistors produced is 0.12 Ω. Since the true value of the standard deviation may be in the interval of (0.12, 0.3757), it may or may not be 0.12 Ω.

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Answer:

429

Step-by-step explanation:

The reciprocal of the complex number [tex]\frac{\sqrt{2} }{2} - \frac{\sqrt{2} \ i }{2}[/tex] is determined as  [tex]\frac{\sqrt{2} }{2} + \frac{\sqrt{2} \ i }{2}.[/tex]

To find the reciprocal of a complex number, we need to divide 1 by the complex number. We can simplify the division by multiplying the numerator and denominator by the complex conjugate of the denominator.

The complex conjugate of

[tex]\frac{\sqrt{2} }{2} - \frac{\sqrt{2} \ i }{2}= \frac{\sqrt{2} }{2} + \frac{\sqrt{2} \ i }{2}[/tex]

So, the reciprocal of the complex number is:

[tex]\begin{aligned} \frac{1}{\frac{\sqrt{2} }{2} - \frac{\sqrt{2} \ i }{2}} &= \frac{1}{\frac{\sqrt{2} }{2} - \frac{\sqrt{2} \ i }{2}} \cdot \frac{\frac{\sqrt{2} }{2} + \frac{\sqrt{2} \ i }{2}}{\frac{\sqrt{2} }{2} + \frac{\sqrt{2} \ i }{2}} \ &= \frac{\frac{\sqrt{2} }{2} + \frac{\sqrt{2} \ i }{2}}{\frac{2}{2}} \ &= \frac{\sqrt{2} }{2} + \frac{\sqrt{2} \ i }{2} \end{aligned}[/tex]

Therefore, the reciprocal of the complex number;

[tex]\frac{\sqrt{2} }{2} - \frac{\sqrt{2} \ i }{2}[/tex] is [tex]\frac{\sqrt{2} }{2} + \frac{\sqrt{2} \ i }{2}.[/tex]

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Answer:

The missing information for the proof is:

- Point D' will coincide with point D, since it is on the perpendicular bisector of CD and the same distance from it (and that's the definition of reflection!).

- Point C" will coincide with point C, since it is on the perpendicular bisector of CD and the same distance from it (and that's the definition of reflection!).

- Angle ADC will be taken onto angle ACD, since they are corresponding parts under the same reflection. Therefore, they are congruent.