Find the solution(s) to x2 - 16x + 64 = 0.

There are 21 different city combinations possible for Peter's summer traveling.

To determine the number of different city combinations possible for Peter's summer traveling, we need to calculate the number of combinations of choosing 5 cities out of the 7 available cities.

Since the order in which he visits the cities does not matter, we are dealing with combinations rather than permutations.

The formula to calculate the number of combinations is given by the binomial coefficient, also known as "n choose k," denoted as C(n, k) or (nCk).

In this case, we have 7 cities to choose from, and Peter will visit 5 cities. Thus, we can calculate the number of city combinations as follows:

C(7, 5) = 7! / (5! * (7-5)!)

= 7! / (5! * 2!)

= (7 * 6 * 5!) / (5! * 2)

= (7 * 6) / 2

= 42 / 2

= 21

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The measure of angle Q is equal to 70 degrees.

In Mathematics and Geometry, a parallelogram is a geometrical figure (shape) and it can be defined as a type of quadrilateral and two-dimensional geometrical figure that has two (2) equal and parallel opposite sides.

Generally speaking, the the sum of all the interior angles of a parallelogram is equal to 360 degrees and as such, we have the following:

(6x+4) + (6x+4) + 10x + 10x = 360

32x + 8 =360

32x =360-8

32x=352

x = 11

Now, we can determine the measure of angle Q as follows;

Q = 6x + 4

Q = 6(11) + 4

Q = 66 + 4

Q = 70 degrees.

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Answer: The usual dose for an 18-month-old weighing 21 pounds is 48 mg of ibuprofen.

Step-by-step explanation: To find the usual dose of ibuprofen for a child, we need to follow these steps:

Therefore, the usual dose for an 18-month-old weighing 21 pounds is 48 mg of ibuprofen. Hope this helps, and have a great day! =)

The range of the exponential function is B. y > 0.

The range of the exponential function f(x) = 11 × (1/3)ˣ can be determined by analyzing the behavior of the function as x approaches positive and negative infinity.

As x approaches positive infinity, (1/3) becomes smaller and smaller, tending towards zero.

f(x) approaches 11 × 0, which is equal to 0.

As a result, the function approaches 0 as x goes to infinity.

On the other hand, as x approaches negative infinity, (1/3)ˣ becomes larger and larger.

Since 1/3 is between 0 and 1, raising it to a negative power causes it to grow exponentially.

f(x) approaches infinity as x goes to negative infinity.

Combining these two behaviors, we can conclude that the range of the function f(x) = 11 × (1/3)ˣ is all positive real numbers, excluding zero.

In other words, the range is y > 0.

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Answer:

The derivative of the function:

[tex]f'(x)=-\dfrac{1}{2\sqrt{5-x} }[/tex]

The tangent line of the function at the given point:

[tex]y=-\dfrac{1}{6}x-\dfrac{25}{3}[/tex]

Step-by-step explanation:

Find the equation of the tangent line of the given function using the given point.

[tex]f(x)=6+\sqrt{5-x}; \ (x,y)=(-4,9)[/tex]

[tex]\hrulefill[/tex]

To find the equation of the tangent line to a function at a given point, follow these step-by-step instructions:

Step 1: Identify the point of tangency

Step 2: Find the derivative of the function

Step 3: Substitute the x-coordinate into the derivative

Step 4: Write the equation of the tangent line

Step 5: Optional - Simplify the equation

Step 6: Optional - Verify the equation

[tex]\hrulefill[/tex]

Step 1:

[tex](x_0,y_0) \rightarrow (-4,9)[/tex]

Step 2:

[tex]f(x)=6+\sqrt{5-x}\\\\\\\Longrightarrow f(x)=6+(5-x)^{1/2}\\\\\\\Longrightarrow f'(x)=\dfrac{1}{2} (5-x)^{1/2-1} \cdot -1\\\\\\\therefore \boxed{f'(x)=-\dfrac{1}{2\sqrt{5-x} } }[/tex]

Step 3:

[tex]f'(x)=-\dfrac{1}{2\sqrt{5-x} } ; \ (-4,9)\\\\\\\Longrightarrow f'(-4)=-\dfrac{1}{2\sqrt{5-(-4)} } \\\\\\\Longrightarrow f'(-4)=-\dfrac{1}{2\sqrt{9}} \\\\\\\Longrightarrow f'(-4)=-\dfrac{1}{2(3)} \\\\\\\therefore \boxed{ f'(-4)=m=-\dfrac{1}{6} }[/tex]

Step 4 and 5:

[tex]y-y_0=m(x-x_0)\\\\\\\Longrightarrow y-9=-\dfrac{1}{6}(x-(-4)) \\\\\\\Longrightarrow y-9=-\dfrac{1}{6}(x+4) \\\\\\\Longrightarrow y-9=-\dfrac{1}{6}x-\dfrac{2}{3}\\\\ \\\therefore \boxed{\boxed{ y=-\dfrac{1}{6}x-\dfrac{25}{3}}}[/tex]

Thus, the problem is solved.

The values of x for which f(x) = 7 are x = 61 and x = 21.

To find the values of x for which f(x) = 7, we can set up the equation and solve for x.

The given function is f(x) = 0.5|x - 41| - 3.

Setting f(x) equal to 7, we have:

0.5|x - 41| - 3 = 7.

First, let's isolate the absolute value term:

0.5|x - 41| = 7 + 3.

0.5|x - 41| = 10.

To remove the absolute value, we can consider two cases:

Case: (x - 41) is positive or zero:

0.5(x - 41) = 10.

Multiplying both sides by 2 to get rid of the fraction:

x - 41 = 20.

Adding 41 to both sides:

x = 61.

So x = 61 is a solution for this case.

Case: (x - 41) is negative:

0.5(-x + 41) = 10.

Multiplying both sides by 2:

-x + 41 = 20.

Subtracting 41 from both sides:

-x = -21.

Multiplying both sides by -1 to solve for x:

x = 21.

So x = 21 is a solution for this case.

Therefore, the values of x for which f(x) = 7 are x = 61 and x = 21.

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Cosine of < Q

cos(Q) = (√42) / (√91)

To find the cosine of angle Q, we need to determine the ratio of the adjacent side to the hypotenuse in a right triangle.

Let's consider a right triangle with sides S, √42, and √91, where angle Q is the angle between the side S and the hypotenuse.

- The side adjacent to angle Q is S.

- The hypotenuse of the triangle is √91.

cos(Q) = adjacent side / hypotenuse

cos(Q) = S / √91

To simplify the expression, we multiply both the numerator and denominator by √91:

cos(Q) = (S * √91) / (√91 * √91)

cos(Q) = (S * √91) / 91

In the given problem, the values of S, √42, and √91 were provided. Substitute the corresponding value of S into the expression above to obtain the simplified, rationalized form of the cosine of angle Q.

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Answer: (A)  independent or (D) not mutually excusive

Step-by-step explanation: Just think about it, what card you draw from a deck doesn't depend on anything. Not mutually exculisve means the same as indendent.

To estimate the probability of rolling a score of 4 on the next roll based on the recorded data, we need to examine the frequency of rolling a score of 4 and calculate the expected number of 2s in 400 rolls.

Unfortunately, the provided information does not include the table or any specific data regarding the frequency of rolling a score of 4. Without this information, we cannot estimate the probability accurately or calculate the expected number of 2s.

To determine the expected number of 2s in 400 rolls, we would need to know the probability distribution of rolling a 2 with the biased dice. This information is crucial to make a reasonable estimate.

Without further details, it is not possible to provide a specific answer to how many 2s you would expect to get in 400 rolls.

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The distance from F to G on walkway C is approximately 19.21 units.

To determine the distance from point F to point G on walkway C, we can use the information provided in the map and apply some basic geometric principles.

Looking at the map, we can see that walkway A and walkway B are parallel. Let's use this information to find the distance from F to G on walkway C.

First, let's identify the relevant points on the map. We have point F on walkway C and point G on walkway C. The map also shows two intersecting lines, representing walkways A and B, but we don't need to consider those for this particular calculation.

To find the distance from F to G on walkway C, we need to focus on the segment of walkway C that connects F and G. Based on the map, we can see that the segment of walkway C is perpendicular to both walkway A and walkway B.

Since walkway A and walkway B are parallel, and the segment of walkway C is perpendicular to both, we can conclude that the segment FG forms a right triangle with walkway A and walkway B.

In a right triangle, we can use the Pythagorean theorem to find the length of one side (FG) if we know the lengths of the other two sides.

Let's assume the length of the segment FG is represented by the variable 'd' (which we need to find).

From the map, we can see that the distance from F to walkway A is 15 units. Similarly, the distance from G to walkway B is 12 units.

Applying the Pythagorean theorem, we have:

d^2 = 15^2 + 12^2

d^2 = 225 + 144

d^2 = 369

Taking the square root of both sides, we find:

d ≈ √369

d ≈ 19.21

As a result, it takes 19.21 units to get from F to G on walkway C.

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Answer:

1244 DCD

Step-by-step explanation:

The solution to the system of equations is x = 18/11 and y = 56/11.

To solve the system of equations:

3x + y = 10   ...(1)

5x - 2y - 2 = 0   ...(2)

We can use the method of substitution or elimination to find the values of x and y that satisfy both equations.

Let's use the method of elimination:

Multiply equation (1) by 2 to make the coefficients of y in both equations opposite:

6x + 2y = 20   ...(3)

Now, add equations (2) and (3):

(5x - 2y - 2) + (6x + 2y) = 0 + 20

11x = 18

Divide both sides by 11:

x = 18/11

Substitute the value of x into equation (1):

3(18/11) + y = 10

54/11 + y = 10

y = 110/11 - 54/11

y = 56/11

Therefore, the solution to the system of equations is x = 18/11 and y = 56/11.

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The equivalent equation to ax + by = c is by = ax + c.

The equivalent equation to ax + by = c can be found by isolating the y variable. Let's go through the options provided:

Y = a/b x + c/b: This equation represents the slope-intercept form of a linear equation (y = mx + b). It does not match the given equation, so it is not the correct answer.

Y = ax + c: This equation represents a linear equation in slope-intercept form. It does not have the y-variable coefficient (b) present, so it is not the correct answer.

Y = -a/b x + c/b: This equation represents the slope-intercept form of a linear equation. The signs of the variables are reversed compared to the given equation, so it is not the correct answer.

by = ax + c: This equation matches the given equation ax + by = c, where the y-variable is isolated on one side. Therefore, the correct answer is option 4.

In conclusion, the equivalent equation to ax + by = c is by = ax + c.

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The formula for the area of the base (B) of a triangular pyramid is given by option C: B = ½bh.

In a triangular pyramid, the base is a triangle, and the area of a triangle is calculated using the formula ½bh, where b represents the length of the base of the triangle and h represents the corresponding height. Therefore, the formula for the area of the base (B) is B = ½bh.

The base of a triangular pyramid is a two-dimensional shape, and its area is determined by the length of the base and the height perpendicular to it. The formula B = ½bh is commonly used to find the area of a triangle, which applies to the base of the pyramid in this case.

The ½ factor accounts for the fact that the base is a triangle, and the product of the base length (b) and the corresponding height (h) yields the area of the triangle. Hence, option C correctly represents the formula for the base area of a triangular pyramid.

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The exact value of sinθ in simplest form, with cosθ = 2/5 and θ in Quadrant IV, is -√21/5.

To find the exact value of sinθ, we can use the Pythagorean identity: sin²θ + cos²θ = 1. Since we know the value of cosθ, we can substitute it into the equation and solve for sinθ.

Given that cosθ = 2/5 and θ is in Quadrant IV, we know that the cosine is positive in Quadrant IV, and the sine is negative. Let's proceed with the calculations:

sin²θ + cos²θ = 1

sin²θ + (2/5)² = 1 (Substituting cosθ = 2/5)

sin²θ + 4/25 = 1 (Simplifying)

sin²θ = 1 - 4/25 (Subtracting 4/25 from both sides)

sin²θ = 21/25 (Simplifying)

Taking the square root of both sides, considering that sinθ is negative in Quadrant IV:

sinθ = -√(21/25)

Since we want to express the answer in simplest form, we can simplify the radical:

sinθ = -√21/√25

The square root of 25 is 5, so we can simplify further:

sinθ = -√21/5

Therefore, the exact value of sinθ in simplest form, given that cosθ = 2/5 and θ is in Quadrant IV, is -√21/5.

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Answer: 3√11.

Step-by-step explanation:

To simplify the radical expression √99, we can look for perfect square factors of 99.

The prime factorization of 99 is 3 * 3 * 11.

We can rewrite √99 as √(3 * 3 * 11).

Taking out the perfect square factors, we get:

√(3 * 3 * 11) = 3√11.

Therefore, the simplified radical expression for √99 is 3√11.

Answer:

explanation provided in the picture

Step-by-step explanation:

the answer is x= 55°

hopefully this helps ! :)

Answer: The domain of the expression is all real numbers except where the expression is undefined.

Step-by-step explanation:

The x-intercept in function B is one-third as large as the x-intercept in function A.

The x-intercepts of two functions, A and B, are compared in terms of their relative sizes and distances. According to the given information, the x-intercept in function B is one-third as large as the x-intercept in function A. This means that the value of the x-coordinate at which function B intersects the x-axis is one-third of the value of the x-coordinate at which function A intersects the x-axis.

Conversely, we can say that the x-intercept in function A is three times as large as the x-intercept in function B. The x-coordinate at which function A intersects the x-axis is three times the value of the x-coordinate at which function B intersects the x-axis.

However, the information does not provide any direct comparison of the distances between the x-intercepts of the two functions. Therefore, we cannot determine whether the distance between the x-intercepts in function A is half or twice the distance between the x-intercepts of function B based on the given information.

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The value of the equation that defines the function is f(x) = 3(5/3)ˣ

From the question, we have the following parameters that can be used in our computation:

(0, 3) and (1, 5)

An exponential function is represented s

y = abˣ

Where,

a = y when x = 0

So, we have

y = 3bˣ

Using the other point, we have

3b = 5

This gives

b = 5/3

So, we have

f(x) = 3(5/3)ˣ

Hence, the equation defining f is f(x) = 3(5/3)ˣ

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Answer:

n = 2

Step-by-step explanation:

[tex]\frac{1}{2}[/tex] (n - 4) - 3 = 3 - (2n + 3) ← distribute parenthesis on both sides

[tex]\frac{1}{2}[/tex] n - 2 - 3 = 3 - 2n - 3 ( simplify both sides )

[tex]\frac{1}{2}[/tex] n - 5 = - 2n ( multiply through by 2 to clear the fraction )

n - 10 = - 4n ( add 4n to both sides )

5n - 10 = 0 ( add 10 to both sides )

5n = 10 ( divide both sides by 5 )

n = 2

Rationalizing the denominator is not solely for the teacher's convenience but ultimately makes mathematical expressions easier to work .

The student's conjecture is that rationalizing the denominator is a purely cosmetic operation that only makes it easier for the teacher to grade. The teacher's conjecture, on the other hand, is that the rationalized form of the denominator is actually easier to use.

Upon analyzing these conjectures, I tend to agree more with the teacher's viewpoint. Rationalizing the denominator serves a practical purpose beyond grading convenience. When a denominator is rationalized, it eliminates radicals or complex expressions from the denominator, which can simplify calculations and make them more manageable.

In many mathematical operations and applications, working with rationalized denominators can lead to simpler and more elegant solutions. It allows for easier addition, subtraction, multiplication, and division of fractions, and it can also facilitate simplification, cancellation, and comparisons.

Additionally, rationalizing the denominator is often necessary in certain contexts, such as when solving equations or expressing mathematical relationships in a standardized form. It can help in identifying patterns, formulating general rules, and making mathematical expressions more accessible and comprehensible.

While it is true that rationalizing the denominator may add extra steps or seem more cumbersome initially, the long-term benefits of having a rationalized form outweigh the short-term inconvenience. Therefore, rationalizing the denominator is not solely for the teacher's convenience but ultimately makes mathematical expressions easier to work with and enhances the understanding and applicability of mathematical concepts.

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A recent survey conducted on a sample of 425 individuals revealed that 102 of them had visited the cinema within the past month.

This data suggests that approximately 24% of the surveyed population had engaged in movie going activities during the specified period.

The findings highlight a significant proportion of the respondents who have recently enjoyed the cinematic experience.

However, it is important to note that this data is based on a limited sample size and may not be representative of the entire population.

Further research and surveys involving a larger and more diverse sample are recommended to obtain a more accurate understanding of movie attendance trends.

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(1) The integral of the function is (1/10)x⁵ - (1/8)x⁴ + (1/6)x³ + C.

(2) The integral is (1/4)(sec x)⁴ + eˣ(sec x) + (1/2)(sec x)² + C.

(3) The integral of cot²x dx is -1/sin(x) - sin(x) + C.

(4)The integral of the function  [tex]\frac{3}{8} x^{\frac{8}{3} } - \frac{6}{13} x^{\frac{13}{3} } + 21x^{\frac{2}{3}} + C.[/tex]

(5) The shaded area under the curve is 7.22 sq units.

(1) The integral of (x⁶ - 2x⁵ + x⁴) / 2x² is determined as follows;

(x⁶ - 2x⁵ + x⁴) / 2x² = (x⁴(x² - 2x + 1)) / 2x²

= (x⁴(x - 1)²) / 2x²

= (x²(x - 1)²) / 2

∫(x²(x - 1)²) / 2 dx

= (1/2) ∫x²(x - 1)² dx

= (1/2) ∫x²(x² - 2x + 1) dx

= (1/2) ∫(x⁴ - 2x³ + x²) dx

= (1/2)(1/5)x⁵ - (1/2)(1/4)x⁴ + (1/2) (1/3)x³ + C

Simplifying further:

= (1/10)x⁵ - (1/8)x⁴ + (1/6)x³ + C

(2) The integral of (sec³x + eˣsecˣ + 1) / (sec x) dx, is calculated as follows;

(sec³x + eˣsecˣ + 1) / (sec x) = (sec³x + eˣsecˣ + 1)(sec x / sec x)

= (sec⁴x + eˣsec²x + sec x) / sec x

Note; sec x as 1/cos x

= sec⁴x/cos x + eˣsec²x/cos x + sec x/cos x

= sec³x/cos x + eˣsec x + sec x/cos x

Integrate by substitution method.

u = sec x

du = sec x tan x dx.

∫(sec³x + eˣsec x + sec x/cos x) dx

= ∫(u³ + eˣu + u) du

= (1/4)u⁴ + eˣu + (1/2)u² + C

Substitute u back in terms of sec x;

= (1/4)(sec x)⁴ + eˣ(sec x) + (1/2)(sec x)² + C

(3) The integral of cot²x dx;

cot²(x) = (cos²(x))/(sin²(x))

Let u = sin(x)

du = cos(x) dx

= ∫(1-u²)/u² du

= ∫(1/u²) - 1 du

= ∫u⁻² - 1 du

= -1/u - u + C

= -1/sin(x) - sin(x) + C

(4) The integral of the function is;

∫(x² - 2x³ + 7)/∛x dx =  ∫x²/∛x dx - ∫2x³/∛x dx + ∫7/∛x dx

= [tex]\frac{3}{8} x^{\frac{8}{3} } - \frac{6}{13} x^{\frac{13}{3} } + 21x^{\frac{2}{3}} + C.[/tex]

(5) The shaded area under the curve is calculated as follows;

the given function;

[tex]y = x^{1/2} - x^{2} + 2x[/tex]

∫y = A =  [tex]\frac{2}{3} x^{3/2} - \frac{1}{3} x^3 \ + x^2[/tex]

the limits = 2 and 0

A = [tex]\frac{2}{3} (2)^{3/2} - \frac{1}{3} (2) ^3 \ + (2)^2[/tex]

A = 1.89 - 2.67 + 8

A = 7.22 sq units

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The equation in the box with x replacing [tex]4^{\frac{1}{5} }[/tex] in the equation can be presented as follows;

An equation is a statement that indicates that two expressions are equivalent, by joining them with an '=' sign.

The details in the diagram indicates; x = [tex]4^{\frac{1}{5} }[/tex]

Required, to rewrite the equation in the box by plugging in x to substitute [tex]4^{\frac{1}{5} }[/tex] in the equation

The equation in the box can be presented as follows;

[tex]\underline{(4^{\frac{1}{5} })^5 = 4}[/tex]

Plugging in x = [tex]4^{\frac{1}{5} }[/tex] in the above equation, we get;

[tex]\underline{(4^{\frac{1}{5} })^5 =x^5 = 4}[/tex]

Therefore, the equation in the box becomes;

x⁵ = 4

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The 23rd term of the arithmetic sequence is -8.

To find the 23rd term of an arithmetic sequence, we need to know the common difference (d) of the sequence.

Given that the 14th term is 37 and the 5th term is 82, we can use this information to find the common difference.

The formula for the nth term of an arithmetic sequence is:

Term n = a + (n - 1) * d,

where a is the first term and d is the common difference.

Using the information provided, we can set up two equations based on the given terms:

Equation 1: a + (14 - 1) * d = 37, (14th term is 37)

Equation 2: a + (5 - 1) * d = 82. (5th term is 82)

Simplifying the equations, we have:

Equation 1: a + 13d = 37,

Equation 2: a + 4d = 82.

We can solve this system of equations to find the values of a and d. Subtracting Equation 2 from Equation 1, we have:

(a + 13d) - (a + 4d) = 37 - 82,

13d - 4d = -45,

9d = -45,

d = -5.

Now that we have the common difference, we can find the first term (a) using Equation 2:

a + 4d = 82,

a + 4(-5) = 82,

a - 20 = 82,

a = 82 + 20,

a = 102.

Now, we can use the formula for the nth term to find the 23rd term:

Term 23 = a + (23 - 1) * d,

Term 23 = 102 + 22 * (-5),

Term 23 = 102 - 110,

Term 23 = -8

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The reduced row echelon form of a matrix allows us to determine whether the associated linear system is consistent or inconsistent, unique or has infinitely many solutions.

In reduced row echelon form, a matrix has the following properties:

Each leading entry (the leftmost nonzero entry) of a row is equal to 1.

Each leading entry is the only nonzero entry in its column.

All entries below a leading entry are zeros.

The leading entry in each row is to the right of the leading entry in the row above it.

Based on these properties, we can make the following conclusions about the solution to the associated linear system:

Consistency: If there are no rows of the form [0 0 ... 0 | b] (where b is a nonzero constant), meaning there are no contradictory equations, the linear system is consistent. In other words, there is at least one solution.

Uniqueness: If there are no free variables (columns without leading entries), meaning each column corresponds to a pivot column, the linear system has a unique solution. This means there is only one set of values for the variables that satisfies all the equations.

Infinite solutions: If there are one or more free variables, the linear system has infinitely many solutions. This occurs when there are more variables than equations or when there are dependent equations.

The reduced row echelon form provides an organized representation of the linear system that simplifies the process of determining its solution. By analyzing the structure of the matrix, we can determine the consistency, uniqueness, and the nature of the solution set.

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The volume of the oblique cone in this problem is given as follows:

D. 100.5 in³.

The volume of a cone of radius r and height h is given by the equation presented as follows:

V = πr²h/3.

Applying the Pythagorean Theorem, the diameter of the cone is obtained as follows:

d² + 6² = 10²

d² = 100 - 36

d² = 64

d = 8.

The radius is half the diameter, hence it's measure is given as follows:

r = 4 in.

The height of the cone is given as follows:

h = 6 in.

Hence the volume is given as follows:

V = π x 4² x 8/3

V = 100.5 in³ (rounded down).

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The work required to pump the water out of the spout is approximately 64,307,077 ft-lb

To find the work required to pump the water out of the spout, we need to calculate the weight of the water in the tank and then convert it to work using the formula: work = force × distance.

First, let's calculate the volume of water in the tank. The frustum of a cone can be represented by the formula: V = (1/3)πh(r1² + r2² + r1r2), where r1 and r2 are the radii of the two bases and h is the height.

Given r1 = 3 ft, r2 = 6 ft, and h = 12 ft, we can calculate the volume:

V = (1/3)π(12)(9 + 36 + 18) = 270π ft³

Now, we can calculate the weight of the water using the density of water:

Weight = density × volume = 62.5 lb/ft³ × 270π ft³ ≈ 53125π lb

Next, we convert the weight to force by multiplying it by the acceleration due to gravity (32.2 ft/s²):

Force = Weight × acceleration due to gravity = 53125π lb × 32.2 ft/s² ≈ 1709125π lb·ft/s²

Finally, we can calculate the work by multiplying the force by the distance. Since the water is being pumped out of the spout, the distance is equal to the height of the frustum, which is 12 ft:

Work = Force × distance = 1709125π lb·ft/s² × 12 ft ≈ 20509500π lb·ft ≈ 64307077 lb·ft

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The present age of the elder brother is in a ratio of 23 to the present age of the younger brother, which can be simplified to a ratio of 5 to 4.

Let's assume the present age of the elder brother is E years, and the present age of the younger brother is Y years. According to the given information, the difference in their ages is 5 years, which can be expressed as E - Y = 5.

Six years ago, the elder brother's age was E - 6, and the younger brother's age was Y - 6. According to the second given condition, the product of their ages at that time was 696, which can be expressed as (E - 6)(Y - 6) = 696.

To find the ratio of their present ages, we need to solve the two equations simultaneously. We can start by expanding the second equation:

(E - 6)(Y - 6) = 696

EY - 6E - 6Y + 36 = 696

EY - 6E - 6Y = 660

Now we can substitute the value of E - Y from the first equation into the second equation:

(E - Y) - 6E - 6Y = 660

5 - 6E - 6Y = 660

-6E - 6Y = 655

Simplifying the equation:

6E + 6Y = -655

Now we have a system of linear equations:

E - Y = 5

6E + 6Y = -655

Solving these equations, we find that the present age of the elder brother (E) is 23 years and the present age of the younger brother (Y) is 18 years.

Therefore, the ratio of the present age of the elder brother to the younger brother is 23:18, which can be simplified to 5:4.

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