Answer:
The answer is 1080°
Step-by-step explanation:
what is the maximum volume in cubic inches of an open box to be made from a 10-inch by 20-inch piece of cardboard by cutting out squares of equal sides from the four corners and bending up the sides? your work must include a statement of the function and its derivative. give one decimal place in your final answer.
The maximum-volume of open box which could made from a "10-inch" by "20-inch" piece of cardboard by cutting out squares of equal sides from 4 corners is 192.5 inch³.
We know that "Volume" of box is ⇒ V = L × W × H.
The dimensions of a piece of cardboard is 10 inches by 20 inches.
Let x = height of box, x will also be side of square taken out of each corner.
The length of box = 20 - 2x; width of box = 10 - 2x and
So, equation of Volume is ⇒ V = (20-2x) × (10-2x) × (x),
⇒ V = 4x³ - 60x² + 200x
On differentiating both sides, to get "dv/dx" :
We get,
⇒ dv/dx = 12x² - 120x + 200
Using general formula for finding roots of equation,
We get, x = 7.886 and x = 2.113,
Since 7.886 × 2 = 15.772 inches, this is greater than the 10 inch side,
So, x = 2.113 inches.
We have cut "2.113 inches" from each-corner to get maximum volume.
The sizes of cubes are :
⇒ Length = 20 - (2 × 2.113) = 15.774,
⇒ width = 10 - (2 × 2.113) = 5.774
⇒ Height = 2.113
So, volume = 15.774 × 5.774 × 2.113 = 192.5 cubic inches.
Therefore, the volume of cube is 192.5 inch³.
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The amount of chlorine in a swimming pool varies directly with the volume of water. The pool has 2.5 milligrams of chlorine per liter of water. There are 8000 gallons of water in the swimming pool. How much chlorine is in the pool? Round to the nearest thousand milligrams.
There are
milligrams of chlorine in the pool.
The solution is, 76,000 mg chlorine is in the pool.
What is multiplication?In mathematics, multiplication is a method of finding the product of two or more numbers. It is one of the basic arithmetic operations, that we use in everyday life.
here, we have,
The pool has 2.5 milligrams of chlorine per liter of water.
There are 8000 gallons of water in the swimming pool.
we know,
1 gallon = 3.785 liters
Water in pool = 8000 x 3.785
Water in pool = 30,280 liters
so, we get,
Chlorine dosage = 2.5 mg / liter
Chlorine = 2.5 x 30,280
Chlorine = 75,700 mg
To the nearest thousand milligram:
Chlorine = 76,000 mg
Hence, The solution is, 76,000 mg chlorine is in the pool.
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Brenda has three times more quarters
than Lisa has. Brenda gives 20% of her
quarters to Lisa, but she still has $1
more. How many quarters does Lisa
have in the beginning?
E. 5
F. 10
G. 15
H. 20
Answer:
5
Step-by-step explanation:
If Lisa has x quarters and Brenda has 3x quarters, we can write:
80% * 3x = 4 + (20% * 3x + x) -- We write 4 because 1 dollar = 4 quarters
0.8 * 3x = 4 + (0.2 * 3x + x)
2.4x = 4 + 1.6x
0.8x = 4
x = 5
You pay $1.00 to buy a package of paper napkins costing 64¢. How much change will you get back? Give the expression also.
Answer:
36 back
Step-by-step explanation:
100 - 64 = 36
Answer:
36¢
Step-by-step explanation:
1.00-0.64=0.36
What is the best approximation of the root of 51?
A. 5.9
B. 5.3
C. 9.2
D. 7.1
What is the best approximation for √29? a. 5 b. 5.2 c. 5.9 d. 6
As per the estimation method, the best approximation of root of 51 is D. 7.1.
Estimation method:
In math, estimation method gives us an approximate answer and is usually not accurate to more than 1 decimal place. However, it is easy to perform as can be seen under.
Given
Here we need to find the best approximation of the root of 51
In order to solve this one, we have to perform the following steps,
First, we have to find a perfect square that is smaller than 51 and one that is bigger than 51. In this case, 7 and 8 will work as their squares are 49 and 64.
Now, we have to writing in terms of inequality
=> 7<√51<8 = 49<51<64
Then we have to Multiply by 10 and write in terms of square roots
=> √4900<√5100<√6400
Now, we have to move closer to inequality
=> √5041<√5100<√5184 = 71<10√51<72
=> 7.1<√51<7.2
Then by taking average of upper and lower limits, we get
=> (7.1 + 7.2)/2 = 7.15
Therefore, we can estimate the square root of 51 is approximately 7.1.
Therefore, option D is correct.
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How many times larger is 74 than 30?
Answer:
approximately 2.46
Step-by-step explanation:
Answer:
2.4666666666
Step-by-step explanation:
To Find How Much Larger Or Smaller Any Given Number Is To Another, Do (#1)/(#2). In This Case, 74/30 Into Google Does A Quick Job Of This Question!
I need help with this please
The amount of Kingston's birth weight that was much bigger than Karmichael would be = 1 pound 4 ounces
How to calculate the birth weight of Kingston?The weight of Kingston at birth = 9 pounds 2 ounces
The weight of Karmichael at birth = 7 pounds 11 ounces.
Next, the weights are converted to ounces such as:
1 pound = 16 ounces
For 9 pounds = 16×9 = 144 ounces+ 2 ounces = 146 ounces
For 7 pounds = 16×7 = 112 ounce + 11 ounces = 123 ounce
The difference between the birth weight of Kingston and Karmichael = 146-123 = 23 ounce
Convert 23 ounce to pounds = 23/16 = 1 pound 4 ounces
Therefore, amount of Kingston's birth weight that was much bigger than Karmichael would be = 1 pound 4 ounces.
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8x - 14y = 3
Slope intercept form
Step-by-step explanation:
y= -8/14x + 3/14 is the answer
Answer:
y=1.75x-3/14
Step-by-step explanation:
-14y=-8x+3
y=14/8x-3/14
y=1.75x-3/14
Help please 10 pts!!!
Answer:
2 cups
Step-by-step explanation:
to make one cup of orange
1/3 (multiply by 3) = 1 cup
then also multiply 2/3 by 3 =2
so you need 2 cups of pineapple
argumento sobre el medio ambiente
El medio ambiente es un tema crucial para la supervivencia de todas las especies del planeta, incluyendo los seres humanos. La actividad humana ha tenido un impacto significativo en el medio ambiente, lo que ha llevado a la degradación de los ecosistemas, la pérdida de biodiversidad y el cambio climático.
Es importante que tomemos medidas para proteger el medio ambiente. Podemos hacer esto reduciendo nuestra huella de carbono, utilizando fuentes de energía renovable, reduciendo nuestro consumo de recursos naturales y siendo más conscientes de nuestras acciones en relación con el medio ambiente.
Además, la educación es clave para la protección del medio ambiente. Si todos estamos educados sobre los problemas ambientales y las soluciones, podemos trabajar juntos para encontrar formas de proteger y preservar nuestro planeta para las generaciones futuras.
En resumen, el medio ambiente es esencial para nuestra supervivencia y debemos tomar medidas para protegerlo. La educación y la acción son necesarias para abordar los desafíos ambientales que enfrentamos como sociedad.
help appreciated thanks
Answer:
No
Step-by-step explanation:
x=(b-5)/c≠(5-b)/c
supposedly
b=6
c=1
x=6-5/1=1
x=5-6/1= -1
1≠ -1
Answer:
No
Step-by-step explanation:
x = b - 5 / L equal to - (5 - b) / L
If n= 360 and ˆp (p-hat) =0.82, find the margin of error at a 99% confidence level.
Answer:
Step-by-step explanation:
FIRST PERSON TO ANSWER CORRECTLY GETS BRAINLIEST AND 10 POINTS!!!!!!! Click an item in the list or group of pictures at the bottom of the problem and holding the button down drag it into the correct position in the answer box. Release your mouse button when the item is placed if you change your mind drag the item to the trashcan. Click the trashcan to clear all your answers.
Evaluate the following expression. 7^0
Answer:
The answer is 1
Step-by-step explanation:
Write the expression in terms of a single trigonometric function. \[ \sin \frac{x}{3} \cos \frac{2 x}{3}+\cos \frac{x}{3} \sin \frac{2 x}{3} \]
Let's start solving the expression using the product to sum formulae.
Here's the given expression,
\[\sin \frac{x}{3} \cos \frac{2 x}{3}+\cos \frac{x}{3} \sin \frac{2 x}{3}\]
Using the product-to-sum formula,
\[\sin A \cos B=\frac{1}{2}[\sin (A+B)+\sin (A-B)]\]
Applying the above formula in the first term,
\[\begin{aligned}\sin \frac{x}{3} \cos \frac{2 x}{3} &= \frac{1}{2} \left[\sin \left(\frac{x}{3}+\frac{2 x}{3}\right)+\sin \left(\frac{x}{3}-\frac{2 x}{3}\right)\right] \\&= \frac{1}{2} \left[\sin x+\sin \left(-\frac{x}{3}\right)\right]\end{aligned}\]
Using the product-to-sum formula,
\[\cos A \sin B=\frac{1}{2}[\sin (A+B)-\sin (A-B)]\]
Applying the above formula in the second term,
\[\begin{aligned}\cos \frac{x}{3} \sin \frac{2 x}{3}&= \frac{1}{2} \left[\sin \left(\frac{2 x}{3}+\frac{x}{3}\right)-\sin \left(\frac{2 x}{3}-\frac{x}{3}\right)\right] \\ &= \frac{1}{2} \left[\sin x-\sin \left(\frac{x}{3}\right)\right]\end{aligned}\]
Substituting these expressions back into the original expression,
we have\[\begin{aligned}\sin \frac{x}{3} \cos \frac{2 x}{3}+\cos \frac{x}{3} \sin \frac{2 x}{3} &= \frac{1}{2} \left[\sin x+\sin \left(-\frac{x}{3}\right)\right]+\frac{1}{2} \left[\sin x-\sin \left(\frac{x}{3}\right)\right] \\ &=\frac{1}{2} \sin x + \frac{1}{2} \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)\\ &= \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)\end{aligned}\]
Therefore, the given expression can be written in terms of a single trigonometric function as:
\boxed{\sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)}
Hence, the required expression is \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right). The solution is complete.
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A team of scientists is traveling by boat to study a pod, or group, of dolphins. The equation y = 0.2x can be used to find the distance, y, in miles the boat travels in x minutes. The dolphins are currently 8.4 mi from the boat. If the dolphins stay to where they are, how long will it take the boat to reach them? Show your work.
Answer:
42 minutes.
Step-by-step explanation:
We know that:
y = 0.2*x
is the equation that that defines the distance, in miles, that the boat travels in x minutes.
We know that the dolphins are at 8.4 miles from the boat.
Then when we have y = 8.4, this will mean that the boat reached the dolphins.
Then we need to solve the equation:
y = 8.4 = 0.2*x
for x
To do that, we just need to isolate x in one side of the equation, so we can just divide both sides by 0.2 to get:
8.4/0.2 = (0.2*x)/0.2
42 = x
And x is time in minutes, thus, the boat needs to travel for 42 minutes to reach the dolphins.
15 first-year algebra students are learning how to solve two-step equations. the teacher notices that the students are not using precise mathematical language. which two instructional strategies should the teacher employ to encourage students to use precise mathematical language when completing this task? choose 2 answers
Solving an equation in algebra - mathematics will BOMDAS rule. Multiplication, division, addition, and subtraction are performed before.
However, in order to simplify things, if there are any exponential or logarithmic components, solve them first before applying BOMDAS to reduce them to a single solvable term. This is required by the rules.
So the list goes as
1. Exponents
2. Roots
3. Multiplication
4. Division
5. additional
6. Subtraction
However. Using a regular or scientific calculator will generate a lot of debate. A scientific calculator will adhere to the principles, while a typical calculator will evaluate from left to right or precisely the operator used first.
Using a scientific calculator, 5+2x3=11 instead of the normal one's 5+2x3=21.
Furthermore, the preferred behavior norm for division and multiplication is different.
Thus, people's difficulty with mathematics is not unjustified. The choice of how you want to approach it is ultimately up to you.
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HELP WHAT IS THE SLOPE!!!!!!!
Answer:
rise over run (change in y divided by change in x)
so it would go as follows
\(\frac{(3-1)}{(4-9)}\)
= \(\frac{2}{-5}\)
= \(-\frac{2}{5}\)
Answer: - (2/5)
Step-by-step explanation:
(y2-y1) / (x2- x1) =
(1-3) / (9-4)
= - (2/5)
1) Suppose x
∗
is a solution to the consumer's problem. (a) Show that if x
∗
is an interior solution, the indifference curve through x
∗
must be tangent to the consumer's budget line. Don't just draw a picture. (b) Show that if x
∗
∈R
+
2
, and x
1
∗
=0, then
MU
2
MU
1
<
p
2
p
1
.
Previous question
(a) Mathematically, this can be expressed as: MRS = p1/p2, where MRS is the marginal rate of substitution and p1/p2 is the price ratio of the two goods. (b) This condition ensures that the consumer would not be willing to trade more units of the second good for the first good at the given prices, as it would violate the optimality condition for utility maximization.
(a) To show that the indifference curve through an interior solution, denoted as x*, must be tangent to the consumer's budget line, we can use the concept of marginal rate of substitution (MRS) and the slope of the budget line.
The MRS measures the rate at which a consumer is willing to trade one good for another while remaining on the same indifference curve. It represents the slope of the indifference curve.
The budget line represents the combinations of goods that the consumer can afford given their income and prices. Its slope is determined by the price ratio of the two goods.
If x* is an interior solution, it means that the consumer is consuming positive amounts of both goods. At x*, the MRS must be equal to the price ratio for the consumer to be in equilibrium.
Mathematically, this can be expressed as:
MRS = p1/p2
where MRS is the marginal rate of substitution and p1/p2 is the price ratio of the two goods.
(b) If x* ∈ \(R+^2\)and x1* = 0, it means that the consumer is consuming only the second good and not consuming any units of the first good.
In this case, the marginal utility of the second good (MU2) divided by the marginal utility of the first good (MU1) should be less than the price ratio of the two goods (p2/p1) for the consumer to be in equilibrium.
Mathematically, this can be expressed as:
MU2/MU1 < p2/p1
This condition ensures that the consumer would not be willing to trade more units of the second good for the first good at the given prices, as it would violate the optimality condition for utility maximization.
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Simplify 6.6 ÷ 0.12
Answer:5
Expand 0.6/0.12
by multiplying both numerator and the denominator by 100.
60/12
Divide 60 by 12 to get 5.
5
Answer:
55
Step-by-step explanation:
6.6/12 = 55
Five friends share 6 snacks equally.
How many fruit snacks will each friend get?
Answer:
A
Step-by-step explanation:
Which is not a legal python statement
a) print("x")
b) 3 + 4 = x
c) x = 3 + 4
d) x = eval(input("Enter x: "))
3.
Find the inverse of A if it has one, or state that the inverse does not exist.
I can only give you the answer
Answer:
Hello,
Answer A
Step-by-step explanation:
See jointed file: Methode du compagnon
The radius of the circle is 4 inches. Which of the following units represents the diameter of the circle?
A. Inches
B. Square inches
C. Cubic Inches
D. None of the choices
Answer:
Inches
Step-by-step explanation:
Answer: The correct answer is inches because radius and Diameter are always given in a single form unit of measure.
Inches units represents the diameter of the circle.
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the population of the city Martin was approximately 12,420 in the year 2005 and has been continuously growing at a rate of 1.6% each year
The function that describes the population of Martin is\(P(t) = 12,420 \times (1 + 0.016)^t\)
The predicted population of Martin in 2015 is 14557
The predicted population of Martin in 2002 is 10,658
The function that describes the population of Martin as a function of the number of years t, since 2005, can be written as:
\(P(t) = 12,420 \times (1 + 0.016)^t\)
where P(t) is the population of Martin t years since 2005.
To predict the population of Martin in 2015, we need to substitute t = 10 into the equation:
P(10) = 12,420 × (1 + 0.016)¹⁰
= 14556.5
Therefore, the predicted population of Martin in 2015 is approximately 14556.5 people.
To predict the population of Martin in 2002, we need to find the number of years between 2005 and 2002, which is 3 years.
We can substitute t = -3 into the equation:
P(-3) = 12,420 × (1 + 0.016)⁻³)
= 10,658
Therefore, the predicted population of Martin in 2002 is approximately 10,658 people.
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what do the symbols p with hat on top, x with bar on top, and s represent? variables of interest sample statistics defined variables population parameters
The symbols p,x, and s represent sample statistics.
- p (pronounced "p-hat") is the sample proportion. It is used to estimate the population proportion. It is computed as the number of successes in the sample divided by the sample size.
-x (pronounced "x-bar") is the sample mean. It is used to estimate the population mean. It is computed as the sum of all the values in the sample divided by the sample size.
- s is the sample standard deviation. It is used to estimate the population standard deviation. It measures how spread out the data is in the sample. It is computed as the square root of the sum of the squared deviations from the sample mean divided by the sample size minus one.
These sample statistics are used to make inferences about the corresponding population parameters, which are denoted by Greek letters such as μ (mu) for the population mean and σ (sigma) for the population standard deviation.
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Place the samples in order from the sample with the greatest variation to the sample with the least variation.
a sample of
20 women
a sample of
5 women
a sample of
45 women
a sample of
60 women
Answer:
1. a sample of 60 women
2. a sample of 45 women
3. a sample of 20 women
4. a sample of 5 women
Step-by-step explanation:
#3: Classify the number below. Select all that apply.
-8
A. Real Number
B. Irrational
C. Rational
D. Integer
E. Whole
F. Natural
how many significant figures should be retained in the result of the following calculation:
12.00000 x 0.9893 + 13.00335 x 0.0107
To find the average value of the function f(x, y) = 8x + 5y over the given triangle, we need to calculate the double integral of f(x, y) over the region and then divide it by the area of the triangle.
The vertices of the triangle are (0, 0), (2, 0), and (0, 7). We can set up the integral as follows:
∬R f(x, y) dA = ∫₀² ∫₀ᵧ (8x + 5y) dy dx
Integrating with respect to y first, the inner integral becomes:
∫₀ᵧ (8x + 5y) dy = 8xy + (5y²/2) |₀ᵧ = 8xᵧ + (5ᵧ²/2)
Now integrating with respect to x, the outer integral becomes:
∫₀² (8xᵧ + (5ᵧ²/2)) dx = (4x²ᵧ + (5ᵧ²x)/2) |₀² = (8ᵧ + 10ᵧ² + 20ᵧ)
To find the area of the triangle, we can use the formula for the area of a triangle: A = (1/2) * base * height.
The base of the triangle is 2 and the height is 7.
A = (1/2) * 2 * 7 = 7
Finally, to find the average value, we divide the double integral by the area of the triangle:
Average value = (8ᵧ + 10ᵧ² + 20ᵧ) / 7
Simplifying this expression gives:
Average value = (8 + 10ᵧ + 20ᵧ) / 7 = (8 + 10(7) + 20(7)) / 7 = 142/7 = 20 2/7
Therefore, the correct answer is not listed among the options provided.
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Find the value of a for which v = [6 -10 4 a] is in the set H = span
The value of a for which v is a linear combination is given as follows:
a = -8.
How to obtain the value of a?v will be a linear combination of the set H if it can be obtained as the solution of a system of equations from the set H.
From the vectors, the system is defined as follows:
-x = -1.2x - y = 4.5x + 4y - 3z = -6.-x + 3y - z = a.From the first equation, the value of x is obtained as follows:
-x = -1
x = 1.
From the second equation, the value of y is obtained as follows:
2x - y = 4
2 - y = 4
y = 2 - 4
y = -2.
From the third equation, the value of z is obtained as follows:
5x + 4y - 3z = -6.
5 - 8 - 3z = -6
3z = 3
z = 1.
Then the value of a needed for the linear combination is of:
a = -x + 3y - z
a = -1 - 6 - 1
a = -8.
Missing InformationThe problem is given by the image shown at the end of the answer.
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Please I need help on this math question?