525 corn plants, which are all arranged in rows. the number of plants in each row is 4 less than the number of rows. how many rows of corn plants are on the farm?

For a quadratic function [tex]y=ax^2+bx+c[/tex], we know the vertex of the graph is a maximum if and only if [tex]a < 0[/tex], and a minimum if and only if [tex]a > 0[/tex].

It is easy to see that for a function of the form [tex]y=a(x-h)^2+k[/tex], the vertex of the graph is a maximum if and only if [tex]a < 0[/tex], and a minimum if and only if [tex]a > 0[/tex].

Therefore, the vertex of the graph of [tex]f(x)[/tex] is a maximum, and the vertex of the graph of [tex]g(x)[/tex] is a minimum.

The function f(x) = -2(x + 4)+2 is minimum point and g(x) = 2(x - 2)-2 is maximum point.

In mathematics, a function is an expression, rule, or law that establishes the relationship between an independent variable and a dependent variable. In mathematics, functions exist everywhere, and they are crucial for constructing physical links in the sciences.

We have,

f(x) = -2(x + 4)+2 and g(x) = 2(x - 2)-2

As, the equation are in the form

y = a (x-h) + k

For 1st function: f(x) = -(x + 4)²+2

f(x) = -2(x+4) + 2

So, the vertex is (4, 2) and a = -2 < 0 which is minimum point.

Now,  g(x) = 2(x - 2)-2

So, the vertex is (-2, -2) and a = 2 > 0 which is maximum point.

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The total interest for the loan is given as follows:

46,875.

The balance of an account after t years, using simple interest, that is, a single compounding per year, is given by the equation presented as follows:

A(t) = P(1 + rt).

In which the parameters of the equation are explained as follows:

The interest amount is the subtraction of the balance by the principal, hence it's formula can be simplified as follows:

I(t) = Prt.

The values of the parameters for this problem are given as follows:

P = 125000, r = 0.075, t = 5.

Hence the interest amount is given as follows:

I(5) = 125000 x 0.075 x 5

I(5) = 46,875.

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Answer:

Step-by-step explanation:

a) The function to represent the scenario is f(x) = 56 - 8x, where x is the number of sips Anna takes.

b) Anna can take 7 sips before she needs to refill.

c)

The graph of the function is given below:

\begin{center}

\begin{tikzpicture}

\begin{axis}[

   axis lines = left,

   xlabel = $x$,

   ylabel = {$f(x)$},

   ymin = 0,

   ymax = 56,

   xtick = {0,1,2,3,4,5,6,7},

   ytick = {0,8,16,24,32,40,48,56}

]

\addplot[

   domain=0:7,

   samples=2,

   color=black,

]

{56 - 8*x};

\end{axis}

\end{tikzpicture}

\end{center}

d) The domain of the function in set notation is {0,1,2,3,4,5,6,7}.

Answer:

4.5

Step-by-step explanation:

one decameter is equal to 1000 centimeters 4500/100= 4.5

a) To find the equation of the line tangent to the graph of f at x = e^2, we need to find the slope of the tangent line and the y-intercept. The slope of the tangent line is given by the derivative of f evaluated at x = e^2: f'(e^2) = (1 - ln(e^2))/(e^2)^2 = (1 - 2)/e^4 = -1/e^4

The y-intercept is found by plugging x = e^2 into the original function and finding the corresponding y-value: f(e^2) = ln(e^2)/e^2 = 2/e^2

We can use this information to write the equation of the tangent line in point-slope form: y - f(e^2) = -1/e^4(x - e^2)

b) To find the x-coordinate of the critical point of f, we need to find the value of x at which f'(x) = 0 or is undefined.

f'(x) = (1 - lnx)/x^2

When we set f'(x) to 0, we get 1 - lnx = 0 lnx = 1 x = e.

As a result, the critical point is at x = e.To determine whether this point is a relative minimum, a relative maximum, or neither, we need to find the second derivative of f(x) and evaluate it at x = e.

f''(x) = -(1 + lnx)/x^3

Evaluating at x = e, we get: f''(e) = -(1 + ln(e))/e^3 = -(1 + 1)/e^3 = -2/e^3

Since the second derivative is negative, the critical point is a relative maximum.

c) To find the x-coordinate of the point of inflection, we need to find the value of x at which f''(x) = 0.

f''(x) = -(1 + lnx)/x^3

Setting f''(x) = 0, we get 1 + lnx = 0 lnx = -1 x = e^-1

So the point of inflection is at x = e^-1.

d) To calculate f(x) = lnx/x, we need to substitute the value of x into the function. f(x) = lnx/x

For example, if we want to calculate f(2) f(2) = ln(2)/2 = 0.693147180559945/2 = 0.346573590279973

So f(2) = 0.346573590279973

Integral(upper=a, lower=0) Integral(upper=0, lower=a) r2sinθ dr dθ (1/3)a3sinθ

We can evaluate this iterated integral by converting it to polar coordinates.

The first integral has an upper bound of a and a lower bound of 0. This corresponds to the radial coordinate of r, which has a lower bound of 0 and an upper bound of a. The second integral has an upper bound of 0 and a lower bound of -√(a2-y2). This corresponds to the angular coordinate of θ, which has a lower bound of -π/2 and an upper bound of π/2.

Therefore, the integral in polar coordinates is:

Integral(upper=a, lower=0) Integral(upper=0, lower=a) r2sinθ dr dθ

We can then evaluate this integral by using the formula for the area of a sector:

Area = (1/2)r2θ

Substituting in the upper and lower bounds of the integrals, we get:

(1/2)(a2)(π/2) = (1/3)a3sinθ

Therefore, the answer is (1/3)a3sinθ.

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The outcome of the integral, in accordance with the stated statement, is (ln x)^31/31 + c.

Integration is the process's polar opposite of differentiation. The integration process involves determining a function's anti derivative. Integration is the process of combining smaller, discrete data sets that cannot be represented in a numerical value and cannot be contributed individually. Calculus (Unification) is used in electrical engineering to calculate the precise length of power line needed to connect two transmission system that are miles apart from one another.

For the predicament,

[tex]\Rightarrow \int \frac{(\ln x)^{30}}{x} d x[/tex]

Consider y = lnx, differentiate with respect to x

dy = 1/xdx

Substitute these values on the integral,

[tex]\begin{aligned}& \Rightarrow \int y^{30} d y \\& \Rightarrow \frac{y^{31}}{31}+c \\& \Rightarrow \frac{(\ln x)^{31}}{31}+c\end{aligned}[/tex]

Therefore, we may say that the integral's value is (ln x)^31/31 + C.

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The perimeter of the square is 4*12 inches = 48 inches

To solve for the perimeter of the square inscribed in the circle, we first need to determine the side length of the square. Since the square is inscribed in the circle, the diameter of the circle is equal to the side length of the square.

Given that the radius of the circle is 6*√2 inches, we can find the diameter of the circle by multiplying the radius by 2:

Diameter = 2 * (6√2) inches

Diameter = 12√2 inches

Now that we know the diameter of the circle is equal to the side length of the square, we can find the perimeter of the square by multiplying the side length by 4:

Perimeter = 4 * (12√2) inches

Perimeter = 48√2[tex]\sqrt{2}[/tex][tex]\sqrt{2}[/tex] inches

so the perimeter of the square is 48*√2 inches.

As we know that the square is inscribed in the circle, the diameter of the circle is equal to the diagonal of the square, so the side length of the square is equal to the diameter of the circle divided by sqrt(2) .

Side length = 12*√2 inches /√2

Side length = 12 inches

so, the perimeter of the square is 4*12 inches = 48 inches

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Answer: height is 5

Step-by-step explanation:

Area of the parallelogram is altitude x height. You divide area (35) by altitude (7) to get 5

Answer:

4

Step-by-step explanation:

24*1/6=4

Answer:

Your answer is 4

24/6

6×4=24

Hope it helps.

If you have any query, feel free to ask.

Answer:

Here is a picture of it graphed

Step-by-step explanation:

Answer:

The answer would be B) x = -3.

Step-by-step explanation:

Answer: well you need to divid

Step-by-step explanation: well by dividing you get a answer so like you compare if the answer you got is for all of them and if it is not you say it is not proportional

The setup cost for printing the math workbooks, given the printed cost of the books, is $ 1, 800

The setup cost for printing the math workbooks is a fixed cost which means that it will not change regardless of the number of books that are printed.

Since we know that 1, 000 books are printed to be $ 14, 300 and that 5, 000 books cost $ 64, 300, we can find the cost of the books without the setup cost to be :

= Difference in cost of books / ( Difference in number of books )

= ( 64, 300 - 14, 300 ) / ( 5, 000 - 1, 000 )

= 50, 000 / 4, 000

= $ 12. 50

The setup cost is therefore :

= Cost of printing -  (Number of books x cost per book )

= 14, 300 - ( 1, 000 x 12 .5)

= $ 1, 800

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The mean is 4.8, and the standard deviation is 4.2 if 21% of households use a clothesline to dry their laundry. Capuchin would like to survey households that use a clothesline.

It is defined as the measure of data disbursement, It gives an idea about how much is the data spread out.

Let's suppose the x is the number of households to get the first that uses a clothesline

And p is the probability of a household using the clothesline

X ~ Geo (p = 0.21)

Mean = 1/p

Mean = 4.76 ≈ 4.8

Variance = q/p²

q = 1 - p

Variance = 17.9138

Standard deviation = √Variance

Standard deviation = 4.23 ≈ 4.2

Thus, the mean is 4.8, and the standard deviation is 4.2 if 21% of households use a clothesline to dry their laundry. Capuchin would like to survey households that use a clothesline.

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Answer:

Step-by-step explanation:

You will need to utilise algebraic expressions to create an equation to show Lori's age in relation to Shawn.

The procedure will be completely described in the sections that follow with step-by-step instructions .

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Answer:

53000 and 42400

Step-by-step explanation:

100*530and 80*530

Therefore , on solving the provided question we can say that inequality will be  x < 2.2727272727 .

An inequality in mathematics is a relationship between two expressions or values that is not equal. Thus, imbalance leads to inequality. An inequality creates the link between two values that are not equal in mathematics. Egality is distinct from inequality. When two variables values are not equal, most commonly use the not equal sign (). Different inequalities are used to contrast values, no matter how little or large. Many simple inequalities may be resolved by modifying the two sides until the variables are all that remain. But a number of things contribute to inequality.

Here,

Given :

the inequality will be

=> 3(2x – 5) < 5(2 – x)

=> 6x - 15 < 10-5x

=> 11x < 25

=> x < 2.2727272727

Thus ,

x < 2.27

Therefore , on solving the provided question we can say that inequality will be  x < 2.2727272727 .

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The complete question is " Which are correct representations of the inequality –3(2x – 5) < 5(2 – x)? Select two options. x < 5 –6x – 5 < 10 – x –6x + 15 < 10 – 5x A number line from negative 3 to 3 in increments of 1. An open circle is at 5 and a bold line starts at 5 and is pointing to the right. A number line from negative 3 to 3 in increments of 1. An open circle is at negative 5 and a bold line starts at negative 5 and is pointing to the left. "

After one year, the club had approximately 123123 members. After two years, the club had approximately 149149 members. After three years, the club had approximately 180180 members.To calculate the number of members after three years, multiply the initial number of members (101010) by the factor of 1.21.21 three times

1. To calculate the number of members after one year, multiply the initial number of members (101010) by the factor of 1.21.21:

101010 x 1.21.21 = 12312

2. To calculate the number of members after two years, multiply the initial number of members (101010) by the factor of 1.21.21 twice:

101010 x 1.21.21 x 1.21.21 = 149149

3. To calculate the number of members after three years, multiply the initial number of members (101010) by the factor of 1.21.21 three times:

101010 x 1.21.21 x 1.21.21 x 1.21.21 = 180180

After one year, the club had approximately 123123 members. After two years, the club had approximately 149149 members. After three years, the club had approximately 180180 members.

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[tex](\stackrel{x_1}{0}~,~\stackrel{y_1}{4})\qquad (\stackrel{x_2}{2}~,~\stackrel{y_2}{5}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{5}-\stackrel{y1}{4}}}{\underset{\textit{\large run}} {\underset{x_2}{2}-\underset{x_1}{0}}} \implies \cfrac{ 1 }{ 2 }[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{4}=\stackrel{m}{ \cfrac{ 1 }{ 2 }}(x-\stackrel{x_1}{0})\implies y=\cfrac{1}{2}x+\text{\LARGE 4}~\hfill \stackrel{y-intercept}{(0,\text{\LARGE 4})}[/tex]

We can conclude from the given problem that there are 7975/5 - 1595 different positive numbers f(a) smaller than 1992, 1991-1595 = 396 positive integers.

Integers can be anything from zero to a positive or negative number signified by a minus sign. A lower result is its corresponding positive number's additive reciprocal. In mathematical notation, an integer group is usually denoted by a bold Z or perhaps a bold "mathbb Z." An integer, unlike a fraction, is a positively, negative, or zero number (pronounced IN-tuh-jer). Examples of integers are the integers -5, 1, 5, 8, 97, & 3,043. Examples of non-integer numbers include 1.43, 1 3/4, 3.14, and also more. A group of integers is known as an integer.

Here,

imagine a number of zeros! be

=> f(a), where f(a) = a/5, a/25, a/125, a/625, etc.

Since

f(a) a/5 + a/25 + a/125 + a/625 +...,

=> f(a) = f(a+1) = f(a+2) = f(a+3) = f(a+4). = a/4

=>f(7975) = 1991

1992 is less than 7975/5 - 1595 different positive numbers, hence 396 positive integers are present.

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The student receives 84% overall which is between 80-90% and they will receive a letter grade of "B".

To determine the student's letter grade, you need to calculate the overall percentage of the total points possible.

A percentage is a way of expressing a number as a fraction of 100. It is often used to express a proportion or a rate, and is typically denoted by the symbol "%". To convert a number to a percentage, you multiply it by 100 and add the "%" symbol.

The first exam is out of 100 points, so the student scored 89/100 or 0.89 * 100 = 89%.

The second exam is out of 100 points, so the student scored 81/100 or 0.81 * 100 = 81%.

The final exam is out of 200 points, so the student scored 160/200 or 0.8 * 100 = 80%.

To find the overall percentage of the total points possible, you need to add the percentage scores from each exam and divide by the number of exams.

(89 + 81 + 80) / 3 = 84

Therefore,The student receives 84% overall which is between 80-90% and they will receive a letter grade of "B"

It's important to note that each institution may have different grading scales and different criteria for assigning letter grades.

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Answer:

$127.47

Step-by-step explanation:

124.95 x .02 = 2.499 Which rounds to 2.50

124.95 + 2.50 = 127.47

You change a percent to a decimal by dividing by 100%

Therefore , the solution of the given problem of equation comes out to be the correct equation can be = > y/x =57.

A mathematical equation resembles a formula connecting two assertions when the equals letter (=) is employed to denote equality. An equation in algebra is a statement of fact that demonstrates the equality of numerous mathematical variables. For example, the equation obd + 6 = 12 has an equal sign separating the numbers doc d + 6 and 12. You can mathematically expression how many syllables correspond per each side of every letter. Often, a symbol's message is its exact opposite.

Here,

Given :

Equation : y =57x for the distance travelled by  alisha.

Thus,

To find the equation is correct or not.

By comparing it with distance/time = speed equation we get to know

that the equation represented by alisha is wrong.

The correct equation can be => y/x =57 .

Therefore , the solution of the given problem of equation comes out to be the correct equation can be = > y/x =57.

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The distance is 3.21 +/- 0.04 mm using the first three measurements, and 3.16 +/- 0.08 mm using the entire set of ten measurements.

What is deviation ?

Deviation is a measure of how much a set of values differs from a certain value, typically the mean (average) of the set. There are two types of deviation ,

The absolute deviation is the difference between each value and the mean.

The standard deviation is the square root of the average of the squared absolute deviations.

The mean distance = (3.27 + 3.23 + 3.15) / 3 = 3.21 mm

The standard deviation = sqrt(((3.27 - 3.21)^2 + (3.23 - 3.21)^2 + (3.15 - 3.21)^2) / 2) = 0.04 mm

So, using the first three measurements, we can report the distance as 3.21 +/- 0.04 mm

To report the distance and uncertainty using the entire set of ten measurements, we can calculate the mean and standard deviation of the ten measurements.

The mean distance = (3.27 + 3.23 + 3.15 + 3.16 + 3.28 + 3.14 + 3.16 + 3.12 + 3.32 + 1.46) / 10 = 3.16 mm

The standard deviation = sqrt(((3.27 - 3.16)^2 + (3.23 - 3.16)^2 + (3.15 - 3.16)^2 + (3.16 - 3.16)^2 + (3.28 - 3.16)^2 + (3.14 - 3.16)^2 + (3.16 - 3.16)^2 + (3.12 - 3.16)^2 + (3.32 - 3.16)^2 + (1.46 - 3.16)^2) / 9) = 0.08 mm.

The distance is 3.21 +/- 0.04 mm using the first three measurements, and 3.16 +/- 0.08 mm using the entire set of ten measurements.

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Answer:

Step-by-step explanation:

I guess 6%?

The probability game is solvable, and Player 1 has a strictly dominant strategy of Left (L), while Player 2 has four strictly dominated strategies. The surviving outcomes are (L, U), (L, M), (L, D), and (L, R).

This normal-form game is solvable, with Player 1 having a strictly dominant strategy of Left (L). Player 1's left strategy is strictly dominant because it will always yield a higher payoff than any other strategy for Player 1, regardless of what Player 2 does. Player 2, on the other hand, has four strictly dominated strategies: Up (U), Middle (M), Down (D), and Right (R). These strategies are strictly dominated because they will always yield a lower payoff than any other strategy for Player 2, regardless of what Player 1 does. The set of outcomes that survive the process of iterative elimination of strictly dominated strategies is (L, U), (L, M), (L, D), and (L, R). In other words, Player 1 will always choose left, and Player 2 will choose either Up, Middle, Down, or Right.

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Answer: To find the probability of Janice making her next free throw, you can use the proportion of successful free throw shots out of the total number of free throw shots attempted so far.

First, we need to find the number of free throws made by Janice so far:

80% success rate * 15 free throws attempted = 12 free throws made

Then we add the number of free throws made today:

12 + 3 = 15

Then we add the number of free throws attempted today:

15 + 5 = 20

So the probability of Janice making her next free throw is:

15 free throws made / 20 free throws attempted = 75%

So, the probability that Janice will make her next free throw is 75%.

It's worth noting that this answer is based on the assumption that her success rate will remain the same and doesn't take into account any other variable or change in her performance.

Step-by-step explanation: