Answer:
-9≤y≤0
Step-by-step explanation:
-4≤x≤4 DOMAIN
-9≤y≤0 RANGE
I'm pretty sure this is correct but I haven't done it in a while
a^1/2 x a^3/2 divide (a^3)^4
Answer:
3x
Step-by-step explanation:
if f=(-100i 200j-200k) n select the answer that specifics cosb
There is not enough information provided in the question to determine the value of cos(b) since b is not defined. It is possible that b is referring to the angle between f and another vector or plane, in which case we would need more information about that vector or plane to solve for cos(b).
In general, to find the angle between two vectors, we can use the dot product formula: a·b = |a||b|cos(θ), where a and b are the vectors, |a| and |b| are their magnitudes, and θ is the angle between them. Solving for cos(θ), we get cos(θ) = (a·b)/(|a||b|).
However, since the question does not provide a second vector or any additional information, we cannot determine the value of cos(b). In summary, without additional information about the vector f or the value of b, we cannot determine the value of cos(b).
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The difference between a number 12 is 20
Answer:
If you mean "the difference between a number AND 12 is 20" the x-12=20
Step-by-step explanation:
"difference" means subtraction and "and" indicates where that sign goes. "is" means "=".
Review the proof of de Moivre’s theorem.
Proof of de Moivre's Theorem
[cos(θ) + i sin(θ)]k + 1
A = [cos(θ) + i sin(θ)]k ∙ [cos(θ) + i sin(θ)]1
B = [cos(kθ) + i sin(kθ)] ∙ [cos(θ) + i sin(θ)]
C = cos(kθ)cos(θ) − sin(kθ)sin(θ) + i [sin(kθ)cos(θ) + cos(kθ)sin(θ)]
D = ?
E = cos[(k + 1)θ] + i sin[(k + 1)θ]
Which expression will complete the proof?
Answer:
D
Step-by-step explanation:
Just took it.
Answer: D. cos(kθ + θ) + i sin(kθ + θ)
Step-by-step explanation:
The screenshot pretty much speaks for itself, but you can see that the proof ends with cos[(k + 1)θ] + i sin[(k + 1)θ]. That means that addition is happening in Step D, and that the expressions in the cosine and sine parts are the same. So, the correct option is D. Hope that helps!
Choose the answer that best completes the sentence.
-2 - √3i is a known root not a possible root, option 4 will be the correct answer.
What are real and imaginary roots ?
A real root to an equation is a real number. A complex root to an equation is an imaginary root represented as complex numbers.
In other words real roots can be represented in a number line where as imaginary roots can not.
Here, the given root is -2 + √3i :
It is known that the complex roots comes in pairs that is in form a ±ib, where, a is real part of imaginary root and b is imaginary part.
Therefore, the other root will be -2 - √3i.
So, -2 - √3i is a known root not a possible root, option 4 will be the correct answer.
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PLEASE help me with this question! This is really urgent! No nonsense answers please.
Answer:
Last statement is the true one: AH congruent with AB
Step-by-step explanation:
Since the FG is congruent with KC, then the central angles defined by this chords are the same. and since the segments AH and AB are perpendicular to the segments GF and KC respectively (intersecting them at exactly half of their length), they form right angle triangles of which the hypotenuse is the actual radius of the circle, one of the legs of these triangles is half of the segments GF and KC of equal length. Then the third legs of those right angle triangles (AH and AB) must be equal as well.
shireen takes her physics test and is told that her z-score is -1.11. if the class mean was 75 and the standard deviation was 5, what is the percentage of students who scored below shireen?
13.35% percent of students scored below Shireen.
Define percentage.A percentage is a quantity or ratio that is expressed as a fraction of 100. The percentage sign "%" is used to denote it. The percentage is denoted by the abbreviations "pct" or "pc". In other words, the percentage is measured in terms of 100 and is defined as the amount of one quantity that is made up of another. The % is a flat number. They are dimensionless numbers, in other words. When we say a number is 60% of another, we mean that it is 60% of the whole.
Given,
z score = -1.11
Mean = 75
Standard deviation = 5
P( z < -1.11) = 0.1335
In percentage,
P(z < -1.11) = 0.1335 × 100%
P(z < -1.11) = 13.35%
13.35% percent of students scored below Shireen.
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I NEED THE ANSWER
ASAP
PLEASSEEEEE
Write the equation of the line in slope-intercept form that goes through (3,8) and is parallel to y=-3x+1
Answer:
y= -3x+17
Step-by-step explanation:
because parallel to y=-3x+1
so the slope must be -3
but then you need pass the point y =8, x=3
so you need to make
8 = -3* 3 + intercept
so intercept must be 8+9 = 17
y=-3x+17
Given 1 || m , find the value of %.
(7x - 1)
125"
m
Find x
We know that 7x - 1 must equal 125 because of Alternate interior angles. Now, let's solve for x.
Step-by step solution:=> 7x - 1 = 125=> 7x = 126=> x = 126 ÷ 7=> x = 18Conclusion:Therefore, we can conclude that x = 18.
Hoped this helped.
\(BrainiacUser1357\)
\(\\ \tt\Rrightarrow 7x-1=125\)
\(\\ \tt\Rrightarrow 7x=125+1\)
\(\\ \tt\Rrightarrow 7x=126\)
\(\\ \tt\Rrightarrow x=126/7\)
\(\\ \tt\Rrightarrow x=18\)
PLEASE HELP ME
An alloy is a mixture of metals.Suppose that a certain alloy is made by mixing 70 grams of an alloy that contains 12% copper with 90 grams of pure copper.
Answer the questions below. Do not do any rounding.
(a) How many grams of copper are in the resulting mixture?
Il grams
(b) What percentage of the resulting mixture is copper?
Answer:
(a) How many grams of copper are in the resulting mixture?
= 160 grams
(b) What percentage of the resulting mixture is copper?
= 61.5%
Step-by-step explanation:
(a) How many grams of copper are in the resulting mixture?
From the question: Suppose that a certain alloy is made by mixing 70 grams of an alloy that contains 12% copper with 90 grams of pure copper.
The number of grams of copper in the resulting mixture = 70 grams + 90 grams = 160 grams
(b) What percentage of the resulting mixture is copper?
70 grams of an alloy that contains 12% copper = 70 × 12%
= 70 grams × 0.12
= 8.4 grams
The number of grams of copper in the resulting mixture = 160 grams
The percentage of the resulting mixture that is copper is
=( 8.4 grams + 90 grams of pure copper/160) × 100
= 98.4/160 × 100
= 61.5%
g(x) = 3x + 1
g(10) =
Answer:
31
Step-by-step explanation:
Shona has 14 dresses.
50% of these dresses are red.
She gives 5 of her red dresses to a charity shop.
She buys 1 new red dress.
What percentage of the dresses she has now are red?
Answer:
She has 3 dresses for sure! But I don't know the percentage!
Guysss I need to know the question
If you skip count by 4’s starting with 8, what will the 11 number be?
I need to know lang naman kase assignment ko ehh chaar nasa math book ko Baka kase pag arlan namin kaya ko tinatanong
Answer:
88 i think so
Step-by-step explanation:
I need help on the quesrion attached
A simplification of the expression \(\frac{x^3y^3 \cdot x^3 }{4x^2}\) is \(\frac{x^4y^3 }{4}\).
What is an exponent?In Mathematics, an exponent is a mathematical operation that is commonly used in conjunction with an algebraic equation or expression, in order to raise a given quantity to the power of another.
Mathematically, an exponent can be represented or modeled by this mathematical expression;
bⁿ
Where:
the variables b and n are numbers (numerical values), letters, or an algebraic expression.n is known as a superscript or power.By applying the division and multiplication law of exponents for powers of the same base to the given algebraic expression, we have the following:
\(\frac{x^3y^3 \cdot x^3 }{4x^2}=\frac{x^{3+3-2}y^3 }{4}\\\\\frac{x^{3+3-2}y^3 }{4}=\frac{x^4y^3 }{4}\)
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Complete Question;
Simplify each of the expressions given.
Jasmine drives every morning to her office that is 12 miles from her home.
Suppose Jasmine drives from home to the office in 20 minutes. Use this information and part (b) to write an equation
Callie biked 12 miles in 3 hours. Carter biked 10 miles in 2 hours.
Represent each person's trip with a diagram.
Explain how you can see that they are not going the same speed.
Answer:
The diagrammatic representation of speed of each person's trip can be given by a column graph per second where the height of the column represents the total distance covered and the position of the column represents the time
The difference in speed is seen in the difference in the height of the column per unit time with the higher column representing the higher speed
The above graph can be combined with the distance time graph where the slope of the line graph is the speed with which the person is riding the bike.
The difference in speed is seen in the difference in slope with the steeper slope representing the higher speed
Step-by-step explanation:
The quotient of a rational number by an irrational number is _____ irrational.
Answer:
The quotient of a rational number by an irrational number is generally irrational.
70=(4x+36)/2 figure this out please
Answer:
\(\boxed{\bold{\huge{\boxed{x = 26}}}}\)
Step-by-step explanation:
\(70 = \frac{4x+36}{2}\)
Multiplying both sides by 2
\(70 * 2 = 4x+36\)
\(140 = 4x+36\)
Subtracting 36 to both sides
\(140 - 36 = 4x\)
\(104 = 4x\)
Dividing both sides by 4
\(26 = x\)
OR
\(x = 26\)
Answer:
x=26
Step-by-step explanation:
\(70=\frac{4x+36}{2}\\ 70*2=4x+36\\140=4x+36\\4x=140-36\\4x=104\\\frac{4x}{4}=\frac{104}{4}\\ x=26\)
check
70=(4x+36)/2
70=(4*26+36)/2
70=(104+36)/2
70=140/2
70=70
Find the area. Round your answer to the nearest tenth. Use 3.14 for pi.
19 cm
133.5cm^2 is the required area of the circle
Area of a circleThe formula for calculating the area of a circle is expressed as shown below:
A = πr²
where:
r is the radius of a circle
π = 3.14
Substitute
A = 3.14 * (19)²
A = 1133.54cm^2
Hence the area of the circle with radius 19cm is 133.5cm^2
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Choose the best description for the real number 34 over 3
We need to know aut rational numbers to solve this problem. The correct answer is C, rational because it is a fraction.
Rational numbers are numbers that can be written as p/q where q is not equal to zero. In this question 34 over 3 can be written as a fraction, 34/3 where 3 is not equal to zero, so we can safely say that 34 over 3 is a rational number. Now for the reasoning part,
34/33= 11.333...
So we can see that the fraction 34/3 is a repeating decimal and not a terminating decimal. Repeating decimal is a decimal where the numbers after the decimal point keep repeating without an ending. Terminating decimal is a decimal in which the decimal terminates at one point. We can see that in this question 34/3 is not a terminating decimal.
Therefore we see that the best description for 34 over 3 is that it is a rational because it is a fraction.So option C is the correct answer.
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Your question was incomplete. Please refer below for the full content.
The question has 4 options that describe 34 over 3, which are:
A Irrational, because it is a fraction
B Irrational, because it is a repeating decimal
C Rational, because it is a fraction
D Rational, because it is a terminating decimal
g true or false? if a22 is a real matrix, then a can have two real eigenvalues, two non-real complex eigenvalues, or one real eigenvalue and one non-real complex eigenvalue. 1
The statement " if a 2×2 is a real matrix, then a can have two real eigenvalues, two non-real complex eigenvalues, or one real eigenvalue and one non-real complex eigenvalue" is false because a 2x2 real matrix cannot have one real eigenvalue and one non-real complex eigenvalue due to the fact that the eigenvalues of a real matrix always come in complex conjugate pairs.
A 2x2 real matrix can have two real eigenvalues or two non-real complex eigenvalues, but it is not possible for it to have one real eigenvalue and one non-real complex eigenvalue. This is because the eigenvalues of a real matrix always come in complex conjugate pairs.
This property can be proven by observing that the characteristic polynomial of a real matrix has real coefficients, and complex roots of a polynomial with real coefficients always come in complex conjugate pairs. Therefore, a 2x2 real matrix can have either two real eigenvalues or two non-real complex eigenvalues, but not one of each.
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(a) Express tanθ in terms of secθ for θ in Quadrant II (b) Express secθ in terms of sinθ for θ in Quadrant III
a. The trigonometric ratio tanθ = -√(sec²θ - 1)
b. The trigonometric ratio secθ = -1/√(1 - sin²θ)
What are trigonometric ratios?Trigonometric ratios are the following mathematical expressions sinθ, cosθ, tanθ,secθ,cosecθ and cotθ.
a. How to express tanθ in terms of secθ for θ in Quadrant II?Since we want to express tanθ in terms of secθ in the second quadrant,using the trigonometric identity
tan²θ + 1 = sec²θ
Making tanθ subject of the formula, we have that
tan²θ = sec²θ - 1
tanθ = ±√(sec²θ - 1)
Since in Quadrant II, tanθ is negative, we choose the negative answer.
So, tanθ = -√(sec²θ - 1)
b. How to express secθ in terms of sinθ for θ in Quadrant II?Since we want to express tanθ in terms of secθ in the second quadrant,using the trigonometric identity
secθ = 1/cosθ and
sin²θ + cos²θ = 1
Making cosθ subject of the formula, we have that
cos²θ = 1 - sin²θ
cosθ = ±√(1 - sin²θ)
So, secθ = 1/cosθ
= ±1/√(1 - sin²θ)
Since in Quadrant III, secθ is positive, we choose the positive answer.
So, secθ = -1/√(1 - sin²θ)
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read the picture plsssssssssss
By multiplying 5/3^4 by _________, we get 5^4
The missing Value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.
The missing value that, when multiplied by 5/3^4, gives the result of 5^4, we can set up the equation:
(5/3^4) * x = 5^4
To solve for x, we can simplify both sides of the equation. First, let's simplify the right side:
5^4 = 5 * 5 * 5 * 5 = 625
Now, let's simplify the left side:
5/3^4 = 5/(3 * 3 * 3 * 3) = 5/81
Now we have:
(5/81) * x = 625
To solve for x, we can multiply both sides of the equation by the reciprocal of 5/81, which is 81/5:
(81/5) * (5/81) * x = (81/5) * 625
On the left side, the fraction (81/5) * (5/81) simplifies to 1, leaving us with:
1 * x = (81/5) * 625
Simplifying the right side:
(81/5) * 625 = 13125
Therefore, the missing value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.
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Estimate σA and σB using the loan allocation deviation formula.
A. σ(A) = 12.25% ; σ(B) = 14.14%
B. σ(A) = 17.32% ; σ(B) = 20.0%
C. σ(A) = 16.33% ; σ(B) = 14.14%
D. σ(A) = 14.14% ; σ(B) = 16.33%
The formula for allocation deviation is as follows:σA = (w1σ1^2 + w2σ2^2 + … + wσn^2)^(1/2)σB = (w1σ1^2 + w2σ2^2 + … + wσn^2)^(1/2)
Here,
σ1 = 15%
σ2 = 10%
w1 = 50%,
w2 = 50%
Substituting the values in the above formula:
σA = (0.5 × 0.15^2 + 0.5 × 0.10^2)^(1/2)
= (0.0225 + 0.0100)^(1/2)
= 0.0158 = 1.58%σB
= (0.5 × 0.15^2 + 0.5 × 0.10^2)^(1/2)
= (0.0225 + 0.0100)^(1/2)
= 0.0158
= 1.58%
Hence, the correct option is
D. σ(A) = 14.14%;
σ(B) = 16.33%.
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What
is the difference between Variance and Standard Deviation?
Give
examples of how they are applied.
Variance and standard deviation are both measures of the dispersion or spread of a dataset, but they differ in terms of the unit of measurement.
Variance is the average of the squared differences between each data point and the mean of the dataset. It measures how far each data point is from the mean, squared, and then averages these squared differences. Variance is expressed in squared units, making it difficult to interpret in the original unit of measurement. For example, if we are measuring the heights of individuals in centimeters, the variance would be expressed in square centimeters.
Standard deviation, on the other hand, is the square root of the variance. It is a more commonly used measure because it is expressed in the same unit as the original data. Standard deviation represents the average distance of each data point from the mean. It provides a more intuitive understanding of the spread of the dataset. For example, if the standard deviation of a dataset of heights is 5 cm, it means that most heights in the dataset are within 5 cm of the mean height.
To illustrate the application of these measures, consider a dataset of test scores for two students: Student A and Student B.
If Student A has test scores of 80, 85, 90, and 95, and Student B has test scores of 70, 80, 90, and 100, we can calculate the variance and standard deviation for each student's scores.
The variance for Student A's scores might be 62.5, and the standard deviation would be approximately 7.91. For Student B, the variance might be 125 and the standard deviation would be approximately 11.18.
These measures help us understand how much the scores deviate from the mean, and how spread out the scores are within each dataset.
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what are the factor of 25
A.2,4,6,8,10
B.5,10,15,20,25
C.1,5,5
D.3,6,9
2x+y=4 1x-y=11 adding subtracting equations to solve systems.
By solving the equations 2x+y=4, x-y=11 we get values x=5/3 and y=2/3
What is meant by an equation?An equation is a formula in mathematics that expresses the equality of two expressions by linking them with the equals sign =. In French, an equation is defined as including one or more variables, but in English, an equation is any well-formed formula consisting of two expressions coupled with an equals sign.
An equation is composed of two expressions joined by an equals sign (=). The expressions on the two sides of the equals sign are referred to as the equation's left-hand side and right-hand side. The right side of an equation is frequently considered to be zero.
Given,
2x+y=4
x-y=1
By solving above two equations we get,
2x+y=4
x-y=1
3x=5
x=5/3
y=-1+x
y=(5/3)-1
y=2/3
Therefore, by solving the equations 2x+y=4, x-y=11 we get values x=5/3 and y=2/3
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Complete the statements to verify that the triangles are similar.
QR/TU = __
PR/SU = __
PQ/ST = 52/13 = __
Therefore, △PQR ~ △STU by the _______ theorem.
The answer is that we cannot verify the similarity of triangles △PQR and △STU based on the given information. The missing ratios QR/TU and PR/SU cannot be determined without additional data or measurements. Only the ratio PQ/ST can be determined, which is equal to 4. Therefore, we do not have enough information to conclude that △PQR and △STU are similar triangles.
To verify that the triangles △PQR and △STU are similar, we can compare the ratios of their corresponding sides.
We have:
QR/TU = ?
PR/SU = ?
PQ/ST = 52/13 = ?
To find the missing values, we can use the property of similar triangles that states the corresponding sides of similar triangles are proportional.
Let's find the missing values one by one:
1. QR/TU:
We don't have enough information to determine the value of QR/TU. It is not possible to establish a ratio without additional data or measurements.
2. PR/SU:
Similarly, we cannot determine the value of PR/SU without more information or measurements.
3. PQ/ST:
Given PQ/ST = 52/13, we can simplify the ratio:
PQ/ST = (4*13)/(1*13) = 4/1 = 4.
Therefore, PQ/ST = 4.
Since we were unable to determine the values of QR/TU and PR/SU, we cannot conclude that △PQR and △STU are similar triangles based on the given information.
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W PLZ PLZ P_LZ HELP MEEEEEEEEEEEEEE
which figure of speech provides evidence for a comparison throughout an entire poem?
1.an anaphora
2.a juxtaposition
3.an extended metaphor
4.a long-form simile
Answer:
An extended metaphor
Step-by-step explanation:
Answer:
2
Step-by-step explanation: