The nearest tenth of a cubic foot, the volume of water remaining in Container A is approximately 138.2 cubic feet.
To find the volume of water remaining in Container A after it is completely filled and transferred to Container B, we need to calculate the difference in their volumes.
The volume of a cylinder can be calculated using the formula:
V = πr^2h
where V is the volume, r is the radius, and h is the height.
Container A:
Diameter = 10 feet
Radius (r) = 10/2 = 5 feet
Height (h) = 5 feet
Container B:
Diameter = 6 feet
Radius (r) = 6/2 = 3 feet
Height (h) = 9 feet
Now, let's calculate the volumes of both containers:
Volume of Container A = π(5^2)(5) = 125π cubic feet
Volume of Container B = π(3^2)(9) = 81π cubic feet
To find the volume of water remaining in Container A, we subtract the volume of Container B from the volume of Container A:
Volume remaining in Container A = Volume of Container A - Volume of Container B
= 125π - 81π
= 44π cubic feet
To get the volume to the nearest tenth of a cubic foot, we can use an approximation for the value of π, which is approximately 3.14:
Volume remaining in Container A ≈ 44(3.14) ≈ 138.16 cubic feet
Therefore, to the nearest tenth of a cubic foot, the volume of water remaining in Container A is approximately 138.2 cubic feet.
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3square root 2 divided by 3square root 4 and rationalize the denominator
Answer:
[tex]\frac{\sqrt{2}}{2}[/tex]
Step-by-step explanation:
[tex]\frac{3\sqrt{2}}{3\sqrt{4}}=\frac{\sqrt{2}}{\sqrt{4}}=\frac{\sqrt{2}}{2}[/tex]
Match each graph with the quadratic function it represents.
f(x) = -2x2 + 12x − 17
f(x) = 2x2 − 12x + 17
f(x) = 2x2 + 12x + 17
f(x) = 2x2 + 12x − 17
f(x) = -2x2 − 12x − 19
Graph shows downward parabola plotted on a coordinate plane. The parabola has vertex at (minus 3, minus 1). The parabola has left slope at (minus 4, minus 3) and right slope at (minus 2, minus 3).
arrowRight
Graph of quadratic functions on a coordinate plane. Upward parabola vertex is at (minus 3, minus 1) in quadrant 3. Left slope at (minus 4, 1) and right slope at (minus 2, 1) in quadrant 2.
arrowRight
Graph shows downward parabola plotted on a coordinate plane. The parabola has vertex at (3, 1). The parabola has left slope at (2, minus 1) and right slope at (4, minus 1).
arrowRight
Graph shows upward parabola plotted in quadrant 1 of a coordinate plane. The parabola has vertex at (3, minus 1). The parabola has left slope at (2, 1) and right slope at (4, 1).
The graph with the upward parabola plotted in quadrant 1 of a coordinate plane, with the vertex at (3, -1), and left and right slopes at (2, 1) and (4, 1), matches the quadratic function f(x) = (x - 3)^2 - 1.T
To match the graph with the quadratic function it represents, we need to analyze the given information about the graph.
The graph shows an upward parabola plotted in quadrant 1 of a coordinate plane. This means that the parabola opens upwards.
The vertex of the parabola is given as (3, -1), which means that the axis of symmetry is a vertical line passing through x = 3, and the vertex is the lowest point on the parabola.
The left slope of the parabola is given as (2, 1), which means that the slope on the left side of the vertex is positive and equal to 1.
The right slope of the parabola is given as (4, 1), which means that the slope on the right side of the vertex is also positive and equal to 1.
Based on this information, we can determine the quadratic function that matches the graph.
The vertex form of a quadratic function is given by f(x) = a(x - h)^2 + k, where (h, k) represents the vertex.
In this case, the vertex is (3, -1), so the equation can be written as f(x) = a(x - 3)^2 - 1.
Since the parabola opens upwards, the coefficient of a must be positive.
The left and right slopes of the parabola are both equal to 1, which means that the coefficient a must be equal to 1.
Therefore, the quadratic function that matches the graph is f(x) = (x - 3)^2 - 1.
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100 Points! Geometry question. Photo attached. Only looking for an answer to B. Please show as much work as possible. Thank you!
The measure of the length VT from the diagram is 5.4
Triangular geometry and similarity theoremFrom the given diagram, we can see that the triangle TSR and TUV are similar, hence the correct expressed needed to determine the value of x is given as:
6/x+2 = 14/4x-1
Cross multiply to have
6(4x - 1) = 14(x + 2)
24x - 6 = 14x + 28
24x - 14x = 28 + 6
Simplify to have:
10x = 34
x = 3.4
Determine the measure of VT
VT = x + 2
VT = 3.4 + 2
VT = 5.4
Hence the measure of VT from the diagram is 5.4
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Find y' and then find the slope of the tangent line at (3, 324). Round the slope and y-intercept to 3 decimal
place.
y = (x²+2x+3)²
y =
The tangent line at (3, 324) is
y =….. x+
The equation of the tangent line at (3, 324) is y = 288x - 540.
To find y' (the derivative of y), we can differentiate the given function y = [tex](x^2 + 2x + 3)^2[/tex] using the chain rule.
y' = [tex]2(x^2 + 2x + 3) \times (2x + 2) = 4(x^2 + 2x + 3)(x + 1)[/tex]
Now, to find the slope of the tangent line at (3, 324), we substitute x = 3 into y' and evaluate it:
y' = [tex]4(3^2 + 2(3) + 3)(3 + 1) = 4(9 + 6 + 3)(4) = 4(18)(4) = 288[/tex]
So, the slope of the tangent line at (3, 324) is 288.
To find the y-intercept of the tangent line, we substitute the coordinates (3, 324) and the slope (288) into the point-slope form equation: y - y1 = m(x - x1).
Using (x1, y1) = (3, 324) and m = 288, we have:
y - 324 = 288(x - 3)
y - 324 = 288x - 864
y = 288x - 540
Therefore, the equation of the tangent line at (3, 324) is y = 288x - 540.
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what is the slope of the line that passes through the points (-5, 8) and (-5, 4)
Write your answer in simplest form.
Answer:
undefined
Step-by-step explanation:
To find the slope, we can use the slope formula.
m = ( y2-y1)/(x2-x1)
= ( 4-8)/(-5 - -5)
= (4-8)/(-5+5)
= -4/0
The slope is undefined.
WHATS THE ANSWER ASAP!!!
The measure of angle Q is given as follows:
m < Q = 70º.
What are supplementary angles?Two angles are defined as supplementary angles when the sum of their measures is of 180º.
In a parallelogram, we have that consecutive interior angles are supplementary, hence the value of x is obtained as follows:
6x + 4 + 10x = 180
16x = 176
x = 176/16
x = 11.
Then the measure of angle Q is given as follows:
m < Q = 6 x 11 + 4
m < Q = 70º.
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Please help me I am stuck
The equation that represents the total cost of purchasing currency is 1.30x + 1.50y = 3200.00.
The equation that represents the relationship between the number of currency A and number of currency B is x = 5y.
x = 2000 and y = 400
There are 2000 of currency A and 400 of currency B
How to determine the number of currency?In order to write a system of linear equations to describe this situation, we would assign variables to the number of currency A and currency B, and then translate the word problem into an algebraic equation as follows:
Let the variable x represent the number of currency A.Let the variable y represent the number of currency B.Since she budgeted $3200.00 for spending money on an upcoming trip and currency A is trading at $1.30 per euro, and currency B is trading at $1.50 per pound, a system of linear equations to describe this situation is given by;
1.30x + 1.50y = 3200.00
x = 5y
1.30(5y) + 1.50y = 3200.00
8y = 3200
y = 3200/8
y = 400
x = 5y
x = 5(400)
x = 2000
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What are the perfect squares up to 100?
Answer:
1,4,9,16,25,36,49,64,81,100
The director of the IRS has been flooded with complaints that people must wait more than 50 minutes
before seeing an IRS representative. To determine the validity of these complaints, the IRS randomly
selects 300 people entering IRS offices across the country and records the times which they must wait
before seeing an IRS representative. The average waiting time for the sample is 52 minutes with a
standard deviation of 4 minutes. Is there overwhelming evidence to support the claim that the wait time
to see an IRS representative is more than 50 minutes at a 0.100
The enough evidence to support the claim that the wait time to see an IRS representative is more than 50 minutes at a 0.100 level of significance.
The null hypothesis is, H0:
µ ≤ 50 minutes.
The alternative hypothesis is,
Ha: µ > 50 minutes.
The significance level is α = 0.100Sample size = 300
Sample mean (x) = 52 minutes
Sample standard deviation (s) = 4 minutes
We have to find whether there is enough evidence to support the claim that the waiting time to see an IRS representative is more than 50 minutes or not.
For that, we perform a one-sample t-test.
The test statistic is given by:
t = (x - µ) / (s/√n)t
= (52 - 50) / (4/√300)t
= 7.905
Critical t-value = t 0.100,299 = 1.646
Since the calculated t-value (7.905) is greater than the critical t-value (1.646), we can reject the null hypothesis.
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What
is an arithmetic sequence with a common difference of −2?
Answer:
An arithmetic sequence with a common difference of −2 is 20,18,16,14,12..
Step-by-step explanation:
An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms is same. Here, the common difference is -2, which means that each term in the sequence is obtained by subtracting 2 from the previous term.
To find the arithmetic sequence with a common difference of -2, you can start with an first term and then subtract 2 successively to find the subsequent terms.
Let the initial term is 20. Subtracting 2 from 20, we get 18. Subtracting 2 from 18, we get 16. Continuing this pattern, we subtract 2 from each subsequent term to generate the sequence. The arithmetic sequence with a common difference of -2 starting from 20 is
20,18,16,14,12
In this sequence, each term is obtained by subtracting 2 from the previous term, resulting in a common difference of -2.
The graph of the function f(x)=log6(x) is stretched vertically by a factor of 7, reflected over the x-axis, reflected over the y-axis, and shifted up by 2 units.
Find the equation of the function g(x) described above.
The function g(x) is obtained by stretching the logarithmic function f(x) vertically by 7, reflecting it over the x-axis and y-axis, and shifting it up by 2 units. The equation for g(x) is -7*log₆(-x) + 2.
To find the equation of the function g(x), we can apply a series of transformations step by step. First, we stretch the function vertically by a factor of 7 by multiplying it by 7. This gives us the function g₁(x) = 7*log₆(x).
Next, we reflect the function g₁(x) over the x-axis by multiplying it by -1. This results in the function g₂(x) = -7*log₆(x).
To reflect the function g₂(x) over the y-axis, we replace x with -x, giving us the function g₃(x) = -7*log₆(-x).
Lastly, we shift the function g₃(x) up by 2 units by adding 2 to it. This gives us the final equation for g(x) as g(x) = -7*log₆(-x) + 2.
In summary, the function g(x) is obtained by vertically stretching the logarithmic function f(x) by a factor of 7, reflecting it over the x-axis, reflecting it over the y-axis, and then shifting it up by 2 units.
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Complete the frequency table for the following set of data. You may optionally click a number to shade it out.
Answer:
Step-by-step explanation:
Interval Tally Frequency
0-1 1111 111 8
2-3 1111 1 6
4-5 11 2
6-7 11 2
8-9 1111 5
where the bold and underlined ones showed the tally of the 5th number whose line will cut the first four lines
How are the two angles related?
The two angles are related in that they are supplementary angles
Supplementary angles would add tuo to 180 degrees according to the angle Theorem.
Adding the two given angles :
52+128 = 180These angles are supplementary
The angles aren't vertical in that , vertical angles should have the same vertex. Complementary angles on the other hand add to 90 degrees. While the angles doesn't share the same side, hence, they aren't adjacent.
Hence, the angles are related as they are supplementary angles .
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ead the situations below and determine which relationship is not functional.
Situation 1: a cell phone bill to the amount of minutes used
Situation 2: the perimeter of a square to the length of one of the sides of a square
Situation 3: the total amount of money charged monthly on credit cards to the number of credit cards owned
Situation
does not represent a function.
This is because
.
There can be multiple outputs (monthly charges) for a given input (number of credit cards), violating the definition of a function. hence, Situation 3 does not represent a function.
Situation 3: the total amount of money charged monthly on credit cards to the number of credit cards owned does not represent a function.
In a function, each input (or x-value) should have a unique output (or y-value). However, in this situation, the total amount of money charged monthly on credit cards depends on the number of credit cards owned. It is possible to have different credit card numbers but still have the same total amount of money charged monthly.
For example, two people could own different numbers of credit cards but have the same monthly charges.
As a result, the definition of a function can be violated by having many outputs (monthly charges) for a single input (number of credit cards).
Because of this, case 3 does not represent a function.
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45°
Find X.
X
4√3
45°
X
x = [?]√√]
x = 4√3
-----------------------------
Which algebraic expression is a polynomial with a degree of 2?
O4x³-2x
O 10x²-√x
O 8x³+ 5 +3
6x² - 6x + 5
6x² - 6x + 5 is the algebraic expression that is a polynomial with a degree of 2.
The algebraic expression that is a polynomial with a degree of 2 is:
6x² - 6x + 5
A polynomial expression is a sum of terms where each term consists of a coefficient multiplied by one or more variables raised to non-negative integer exponents. The degree of a polynomial is determined by the highest exponent of the variable in any term of the polynomial.
In the expression 6x² - 6x + 5, the highest exponent of the variable x is 2 in the term 6x². The other terms have lower exponents, with -6x having an exponent of 1 and 5 having an exponent of 0. Therefore, the degree of the polynomial is 2, which is the highest exponent in the expression.
Hence, 6x² - 6x + 5 is the algebraic expression that is a polynomial with a degree of 2.
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PLS HELP ME WILL MAKRK BRAINLIEST 1. In the distance, an airplane is taking off. As it ascends during take-off, it makes a slanted line that outs through the rainbow at two points. Create a table of at least four values for the function that includes two points of intersection between the airplane and the rainbow.
2. Analyze the two functions. Answer the following reflection questions in complete sentences
• What is the domain and range of the rainbow? Explain what the domain and range represent. Do all of the values make sense in this situation? Why or why not?
• What are the x- and v-intercepts of the rainbow? Explain what each intercept represents.
• Is the linear function you created with your table positive or negative? Explain.
¡a What are the solutions or solution to the system of equations created? Explain
what it or they represent.
13. Create your own piecewise function with at least two functions. Explain, using complete sentences, the steps for graphing the function. Graph the function by hand or using a graphing software of your choice (remember to submit the graph).
The graph rainbow which is in the shape of a parabola and the selected points indicates that we get;
1. (a) The table can be presented as follows;
x; -10, -4, 2, 8
f(x); 10, 20, 30, 40
2. Domain; [-6, 6], range; [0, 36]
Yes, the values make sense
x-intercepts; (-6, 0), and (6, 0), y-intercepts; (0, 36)Then linear function is positiveThe solution are; (-4, 20), and (2, 30)3. The piecewise function is; f(x) = x² + 15, when 0 ≤ x ≤ 5 and y = x - 1 when 5 < x ≤ ∞
Please find attached the graph of the piecewise function created with MS Excel
What is a parabola?A parabola is the shape of the graph of a quadratic function.
1. (a) The points on the graph of the parabola which are on a straight line are;
(-4, 20), and (2, 30)
The table of values are therefore;
x [tex]{}[/tex] f(x)
-10 [tex]{}[/tex] 10
-4[tex]{}[/tex] 20
2[tex]{}[/tex] 30
8 [tex]{}[/tex] 40
2. The domain is the set of the possible x-values of the data, therefore;
The domain of the rainbow is; [-6, 6]
The range is the set of the possible x-values of the data, therefore;
The range of the rainbow is; [0, 36]
The domain represents the length of the rainbow at ground level
The range represents the height of the rainbow
The values are reasonable, where the axis of symmetry for the rainbow is the y-axis
The x-intercepts are; (-6, 0), and (6, 0), which are the points the rainbow reaches the ground
The y-intercept is the point (0, 36), which is the highest point on the rainbow
The slope of the linear function is; (30 - 20)/(2 - (-4)) = 5/3
The positive slope indicates that the linear function is positive
i(a) The solutions of the system of equation are the point of intersection of the airplane and the rainbow, which are; (-4, 20), and (2, 30)
The point of intersection represents the intersection of the airplane and the rainbow
3. The piece wise function that can be created can be presented as follows;
f(x) = x² + 15 Where; 0 ≤ x ≤ 5
f(x) = x - 1 Where; 5 < x < ∞
Please find attached the graph of the piecewise function created with MS Excel
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100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!
A. The volume of the hemisphere with a diameter of 48 yards is approximately 1001.1 cubic yards.
B. The volume of the sphere with a circumference of a great circle approximately equal to 26 meters is approximately 359.4 cubic meters.
A. To find the volume of a hemisphere, we first need to calculate the radius. The diameter is given as 48 yards, so the radius is half of that, which is 24 yards.
The formula for the volume of a hemisphere is (2/3)πr^3, where r is the radius. Plugging in the values:
Volume = (2/3) * π * (24^3)
Volume ≈ 1001.1 cubic yards (rounded to the nearest tenth)
Therefore, the volume of the hemisphere is approximately 1001.1 cubic yards.
B. To find the volume of a sphere, we need to know the radius. Since the circumference of a great circle is given as approximately 26 meters, we can use the formula C = 2πr, where C is the circumference and r is the radius.
We can rearrange the formula to solve for the radius: r = C / (2π). Plugging in the circumference:
r = 26 / (2π)
r ≈ 4.134 meters (rounded to the nearest thousandth)
The formula for the volume of a sphere is (4/3)πr^3. Substituting the radius:
Volume = (4/3) * π * (4.134^3)
Volume ≈ 359.4 cubic meters (rounded to the nearest tenth)
Therefore, the volume of the sphere is approximately 359.4 cubic meters.
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Given the attached graph and the equation of the line in the slope intercept form?
The slope, "m," indicates the rate of change of the line, while the y-intercept, "b," represents the value of y when x equals zero.
I apologize, but as a text-based AI model I'm unable to directly view or analyze any attached images or graphs. However, if you provide me with the equation of the line in the slope-intercept form or describe the relevant details from the graph, I can certainly help you with a response within the given word limit.
The slope-intercept form of a linear equation is given by y = mx + b, where "m" represents the slope of the line and "b" represents the y-intercept, the point where the line intersects the y-axis.
Using this equation, you can determine the slope and y-intercept by comparing the given equation with the slope-intercept form.
Once you provide me with the equation or necessary information, I'll be able to assist you further in understanding the line and its characteristics.
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please help im taking my final right now i can’t do this
We need to apply a translation of 3 units up.-
How to transform the line?We can see that both of them have almost the same slope, but the line d starts at y = 0, while the data starts at y = 3.
Then we could apply a translation up of 3 units, so if the line is:
d = f(x)
Then the translated line is:
d = f(x) + 3
And that translates the line 3 units upwards.
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Determine which integers in the set S: {−2, −3, −4, −5} will make the inequality 4p − 7 ≥ 9p + 8 true.
PLS HELP ME
The integers in the set s: {-2,-3,-4,-5} will make the inequality 4p-7 [tex]\geq[/tex] 9p+8 true are : -3, -4, -5
Let's solve the inequality first
4p -7 [tex]\geq[/tex] 9p +8
Taking p's on the same side we will get :
-7 - 8 [tex]\geq[/tex] 9p - 4p
-15 [tex]\geq[/tex] 5p
Divide by 5 into both sides
-3 [tex]\geq[/tex] p
i.e. p [tex]\leq[/tex] -3
Therefore p must be less than or equal to -3
From the set, we have the numbers -3,-4,-5 which are less than or equal to -3
Hence the integers -3,-4,-5 will make the inequality 4p-7 [tex]\geq[/tex] 9p+8 true
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Help me please. I don't know what to do or where to start.
The number of cars in the parking lot at 5 pm is 106.1.
The formula for the number of cars in the parking lot n hours after 3 pm is:
[tex]A_{n} = 92(1.09)^n[/tex]
where:
[tex]A_{n}[/tex] is the number of cars in the parking lot n hours after 3 pm
92 is the initial number of cars in the parking lot
1.09 is the growth rate of the number of cars in the parking lot
n is the number of hours after 3 pm
For example, if it is 5 pm, then n = 2. Plugging this value into the formula, we get:
[tex]A_{5} = 92(1.09)^2[/tex]
[tex]A_{5} = 106.1[/tex]
Therefore, the number of cars in the parking lot at 5 pm is 106.1.
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Mary's employment has been terminated and her employer has issued her a ROE. What purpose does the ROE serve?
Answer:
An ROE, or Record of Employment, is a form that employers fill out for their employees who receive insurable earnings. This form provides proof of work and allows employees to collect unemployment insurance if they experience an interruption of earnings. The purpose of an ROE is to inform Service Canada whether the employee is eligible to receive Employment Insurance (EI).
Step-by-step explanation:
The ROE (Record of Employment) serves as an important document that provides information about an individual's employment history and earnings when their employment is terminated. The ROE contains details such as the reason for termination, the dates of employment, and the insurable earnings during the period of employment. This information is used by the government to determine eligibility and calculate the amount of EI benefits an individual may receive. The ROE acts as proof of employment and earnings for individuals who may need to demonstrate their work history and income when applying for loans, mortgages, or other financial services. It is often required by banks, financial institutions, or other organizations to verify employment and income information. The information on the ROE is also used for tax purposes. It helps individuals accurately report their employment income and related deductions when filing their annual tax returns. Employers submit copies of the ROE to the tax authorities to ensure accurate tax reporting. The ROE serves as an official record of an individual's employment history. It documents the start and end dates of employment, the reason for termination, and other important details that may be useful for future reference or potential future employers.
help with the question please
100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!
The trigonometric ratios for this problem are given as follows:
sin(R) = 16/34 = 0.47.cos(R) = 30/34 = 0.88.tan(R) = 16/30 = 0.53.sin(S) = 30/34 = 0.88.cos(S) = 16/34 = 0.47.tan(S) = 30/16 = 1.88.What are the trigonometric ratios?The three trigonometric ratios are the sine, the cosine and the tangent of an angle, and they are obtained according to the formulas presented as follows:
Sine = length of opposite side to the angle/length of hypotenuse of the triangle.Cosine = length of adjacent side to the angle/length of hypotenuse of the triangle.Tangent = length of opposite side to the angle/length of adjacent side to the angle = sine/cosine.The hypotenuse for this problem is of 34, and the sides are given as follows:
r = 16: opposite to R, adjacent to S.s = 30: opposite to S, adjacent to R.Hence the trigonometric ratios are given as follows:
sin(R) = 16/34 = 0.47.cos(R) = 30/34 = 0.88.tan(R) = 16/30 = 0.53.sin(S) = 30/34 = 0.88.cos(S) = 16/34 = 0.47.tan(S) = 30/16 = 1.88.A similar problem, also about trigonometric ratios, is given at brainly.com/question/24349828
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3x^{2} -5x-18x+30 please factor
The factored form of 3x^2 - 5x - 18x + 30 is (3x - 5)(x - 6).
To factor the expression3x^2 - 5x - 18x + 30, we can group the terms and then factor out common factors.
Step 1: Group the terms.
3x^2 - 5x - 18x + 30,
Step 2: Factor out the common factors from each group.
x(3x - 5) - 6(3x - 5)
Step 3: Notice that we now have a common binomial factor of (3x - 5).
(3x - 5)(x - 6)
Therefore, the factored form of the expression 3x^2 - 5x - 18x + 30 is (3x - 5)(x - 6).
In this factored form, (3x - 5) and (x - 6) are the factors of the expression. To check if the factoring is correct, you can multiply the factors back together to see if you get the original expression:
(3x - 5)(x - 6) = 3x(x) - 3x(6) - 5(x) + 5(6)
=3x^2 - 18x - 5x + 30
= 3x^2 - 23x + 30
The result matches the original expression, so the factoring is correct.
Therefore, the factored form of 3x^2 - 5x - 18x + 30 is (3x - 5)(x - 6).
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Solve
60 = 9p − 3 + 7p
The solution to the equation 60 = 9p − 3 + 7p is 3.94.
To solve the equation 60 = 9p - 3 + 7p, we need to simplify and combine like terms in order to isolate the variable "p" on one side of the equation.
First, let's combine the "p" terms by adding the coefficients of "p":
60 = 9p + 7p - 3
This simplifies to:
60 = 16p - 3
To isolate the variable "p", we want to get rid of the constant term (-3) on the right side of the equation. We can do this by adding 3 to both sides:
60 + 3 = 16p - 3 + 3
63 = 16p
Now we have the equation 63 = 16p. To solve for "p", we need to get rid of the coefficient 16. We can do this by dividing both sides of the equation by 16:
63/16 = 16p/16
3.9375 = p
Therefore, the solution to the equation is p ≈ 3.9375, or approximately p ≈ 3.94.
In summary, by simplifying and combining like terms, we obtained the equation 63 = 16p. By dividing both sides by 16, we found the value of "p" to be approximately 3.9375.
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Solve (9th grade math)
Answer:
1. Geometric Sequence Equation for Table A:
[tex]\boxed{\tt a_n = a_1 \times r^{(n-1)}}[/tex]
2. Arithmetic Sequence Equation for Table B:
[tex]\boxed{\tt a_n = a_1 + (n-1) \times d}[/tex]
3.
20th term for Geometric Sequence:Step-by-step explanation:
1. Geometric Sequence Equation for Table A:
The geometric sequence equation is given by the formula:
[tex]\tt \[a_n = a_1 \times r^{(n-1)}\][/tex]
where:
[tex]\tt \(a_n\)[/tex] represents the nth term of the sequence.[tex]\tt \(a_1\)[/tex] is the first term of the sequence.[tex]\tt \(r\)[/tex] is the common ratio.For Table A, since we don't have the actual values, we can represent the equation as:
[tex]\boxed{\tt a_n = a_1 \times r^{(n-1)}}[/tex]
[tex]\hrulefill[/tex]
2. Arithmetic Sequence Equation for Table B:
The arithmetic sequence equation is given by the formula:
[tex]\tt a_n = a_1 + (n-1) \times d[/tex]
where:
[tex]\tt \(a_n\)[/tex] represents the nth term of the sequence.[tex]\tt \(a_1\)[/tex] is the first term of the sequence.[tex]\tt \(d\)[/tex] is the common difference.For Table B, since we don't have the actual values, we can represent the equation as:
[tex]\boxed{\tt a_n = a_1 + (n-1) \times d}[/tex]
[tex]\hrulefill[/tex]
3. Finding Term 20 for both sequences:
In order to find the 20th term for both sequences, we need the actual values for [tex]\tt \(a_1\), \(r\)[/tex] and d.
in the case of Table A
[tex]\tt a_{20} = a_1 \times r^{(20-1)}[/tex]
[tex]\boxed{\tt a_{20} = a_1 \times r^{19}}[/tex]
in the case of Table B.
[tex]\tt a_{20} = a_1 + (20-1) \times d[/tex]
[tex]\boxed{\tt a_{20} = a_1 + 19\times d}[/tex]
By using this formula, we can easily fill up the box.
1st Semester - Summer 2023
Quiz Active
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When summarizing the
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of a plot, one should notice the key ideas about how the conflict builds.
When summarizing the plot, it is important to pay attention to the key ideas and how the conflict develops over time. The given pattern suggests a narrative structure where the plot unfolds gradually, revealing information and building tension.
The plot starts with an introduction (line 1) and then introduces the conflict or problem (lines 2 and 3). As the plot progresses, the conflict continues to develop, possibly reaching a climax or a turning point (line 4). Afterward, the plot moves towards a resolution or conclusion (lines 5, 6, and 7).
The pattern presented in the given example showcases the basic elements of a plot, including the exposition, rising action, climax, falling action, and resolution. The plot begins by setting the stage and introducing the characters and setting (line 1). Then, the conflict is introduced or developed, creating tension and driving the narrative forward (lines 2 and 3).
The plot further progresses with the development of the conflict, possibly reaching a high point or turning point (line 4). Finally, the plot moves towards its resolution or conclusion, providing closure to the story (lines 5, 6, and 7). By understanding these key ideas and the progression of the conflict, one can effectively summarize the plot and capture its essential elements.
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100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!
A. The area of the triangle is 108 mm².
B. The area of parallelogram is 286√2 in²
How to find the area of each parallelogram of triangle?A. Area of a triangle (A) = 1/2 * Base (b) * Height (h)
We have:
b = 18 mm
h = 12 mm
Thus:
A = 1/2 * 18 * 12
A = 108 mm²
B. The area of parallelogram is given by:
A = b * h
where b is the base and h is the height
We have:
b = 26 in
Using trig.:
sin 45 = h/22
h = 22 * sin 45
h = 11√2 in
Thus,
A = 26 * 11√2
A = 286√2 in²
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