Helpp me pleasee (algebra)

Answer:

less valuable

Step-by-step explanation:

it will be reduced when time goes by

Rand will deprecate

The perimeter of a rectangle is equal to 30.

The rectangle is a quadrilateral.  The classification for quadrilaterals is given by the length of sides and angles. For a rectangle,  the opposite sides are equal and parallel and their interior angles are equal to 90°.

A rectangle is a geometric figure that has 4 sides called: length and width (W). Due to its characteristics, the rectangle presents two length (L) and two widths (W).

The perimeter is the sum of all sides of a geometric figures. For a rectangle, the perimeter is 2L+2W.

The area for a rectangle is given by A=L*W.

The question gives:

From the area, you can find the width, see below.

A=L*W

A=2W*W

50=2W²

25=W²

5=W

If W=5, from condition length = 2*W, you can find the length. See

L=2*W

L=2*5

L=10

Therefore, the perimeter will be:

P=2L+2W

P=2*10+2*5

P=20+10

P=30

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The distance is 35 units and the average speed is 5 units per min.

To find the distance that the bug ran, we need to take the difference between the final position and the initial position, it gives:

distance = -12 - (-47) = 12 + 47 = 35 units

And the average speed is the quotient between the distance and the time, so:

Average speed = distance/time.

And here we know that.

distance = 35 units.

time=  7 minutes.

Then we can replace these in the formula above to get:

s = (35 units)/7min = 5 units per min.

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The reflective text for the Math Autobiography assignment is given as follows.

Mathematics has always been one subject that I hold near and dear to my heart and I find myself thoroughly enjoying every aspect of Advanced Algebra thus far.

The pursuit of solving equations while working with various functions continues to pose intriguing challenges that motivate me even further. Nevertheless I would be remiss if I didn't express some struggle with comprehending certain topics such as matrices or complex numbers at times.

In terms of enhancing the learning experience for future classes integrating real world applications into our Advanced Algebra curriculum would be a valuable addition that could spark interest while making the subject matter more accessible outside the boundaries of traditional education confines.

Encouraging collaborative efforts through group work opportunities would instill a deeper understanding of the course material among classmates making for a more engaging and interactive learning environment.

I believe that it will provide a robust foundation for any future math courses I may take while also contributing to analytical thinking skills required by potential career pursuits. The ability to apply these concepts in everyday life only furthers their value!

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a. The probability P(X < 10) is U(0, 50) is 0.20.

b. The probability P(X > 595) is U(0, 1,000) is 0.405.

c. The probability P(21 < X < 49) is U(19, 68) is 0.4762.

a. For a uniform continuous distribution U(0, 50), the probability of an event X < 10 can be calculated by dividing the length of the interval [0, 10] by the length of the entire interval [0, 50]. Since the lengths of both intervals are equal, the probability is 10/50 = 0.20.

b. Similarly, for a uniform continuous distribution U(0, 1,000), the probability of an event X > 595 can be calculated by dividing the length of the interval [595, 1,000] by the length of the entire interval [0, 1,000]. The length of the interval [595, 1,000] is 1,000 - 595 = 405, and the length of the entire interval is 1,000 - 0 = 1,000. Thus, the probability is 405/1,000 = 0.405.

c. For a uniform continuous distribution U(19, 68), the probability of an event 21 < X < 49 can be calculated by dividing the length of the interval [21, 49] by the length of the entire interval [19, 68]. The length of the interval [21, 49] is 49 - 21 = 28, and the length of the entire interval is 68 - 19 = 49. Therefore, the probability is 28/49 = 0.5714.

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Answer:

it would be 150 more, so 1650

Step-by-step explanation:

divide 1500 by 10 to get 10%

Answer:

−2

Step-by-step explanation:

15,386 ft² an area of helicopter pad covers .

What does a circle's area mean?

The area a circle occupies in a two-dimensional plane is known as the area of the circle. It can be simply calculated using the formula A = r2, (Pi r-squared), where r is the circle's radius.

                          Area is measured in square units, such as m2, cm2, etc. Where = 22/7 or 3.14, the area of a circle is equal to r2 or d2/4, in square units.

D = 140

r = 140/2 = 70

area of helicopter = πr²

                              = 3.14 ×70 × 70

                              = 15,386 ft²

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Answer:

honest or no?

Step-by-step explanation:

The total cost of the flowers, we need to multiply the cost of each flower by the total number of flowers. The given expression is D. 48x.

Let's assume that the cost of each flower is represented by the variable "x". Since all the flowers are identical, the cost of each flower is the same.

To find the total cost, we multiply the cost of each flower (x) by the total number of flowers (48):

Total cost = x * 48

So, the expression 48x represents the total cost of the flowers.

The correct answer is D).

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--The given question is incomplete, the complete question is given below " Susie purchased 48 identical flowers . Which expression represents the total cost of the flowers

A. 48+x B. 48 - x C. 48÷x D. 48x"--

In general, the exponential growth/decay formula is

If 1+r>1, the function is growing while 1+r<1 implies that it is decaying.

In our case,

Furthermore,

Finally, notice that t stands for the number of days; therefore, 24t implies that the function exponentially decays 60% a total of 24 times per day, and 24 times per day is equivalent to 1 time every hour.

Answer:

y = - \(\frac{5}{2}\) x - 1

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 4, 9) and (x₂, y₂ ) = (2, - 6) ← 2 ordered pairs from the table

m = \(\frac{-6-9}{2-(-4)}\) = \(\frac{-15}{2+4}\) = \(\frac{-15}{6}\) = - \(\frac{5}{2}\)

the line crosses the y- axis at point (0, - 1 ), ordered pair from table, then

c = - 1

y = - \(\frac{5}{2}\) x - 1 ← equation of line

Answer:

12x-6

Step-by-step explanation:

9-3(5-4x) distribute

9-15+12x subtract

-6+12x rearrange

12x-6

Answer:

-9

Step-by-step explanation:

Hope this helps.

m / 12 ≥ 3

Then multiply both by 12

m• (12/12) ≥ 3•12

m•(1) ≥ 36

Then solution is

m≥ 36

(all numbers bigger or equal to 36)

Answer:

Solution:

Hi! To solve this inequality, all we should do is multiply both sides by 12:

\(\implies\sf{\dfrac{m}{12} \geqslant3}\\\implies\sf{m\geqslant36}\)

We come to the conclusion that the answer is \(\implies\sf{m\geqslant36}\).

Problem solved! It's been a pleasure helping you.

Answer:

27

Step-by-step explanation:

factors are numbers that divide exactly into a number , leaving no remainder.

then the only factor of 27 from the list is 27

There is 9% of salt in the solution.

A number or ratio that can be expressed as a fraction of 100 is called a percentage. Divide the number by its whole number and multiply it by 100 if we have to figure out the percentage of that number. Consequently, the percentage represents one part per hundred. The word "per 100" means "per percent." The number "%" is used to symbolize it.

Given the quantity of solution = 120 liter

  salt is 5% in the solution

quantity of salt in the solution is

= 0.05 x 120 = 6 liter

and Quantity of solution = 80 liter

salt is 15% in the solution

Quantity of salt = 0.15 x 80 =12 liter

The total quantity of salt in both solutions = 6 + 12 = 18 liters........(1)

total Quantity of Both solution = 120 + 80 = 200 liter

let X% of salt in the solution

Quantity of salt in new solution = X/100 × 200 = 2X%.........(2)

Equation (1) is equal to equation (2)

we get 18 = 2X%

X = 9%

Hence the new solution will have 9% of salt.

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To find the length of the guy wire, we use the formula as shown below:

Length of the guy wire = (height of the tower) / sin(angle between the tower and the wire).

The length of the guy wire should be 1190 feet.

The va radio transmission tower is 427 feet tall, and a guy wire is to be attached 6 feet from the top. The angle generated by the ground and the guy wire is 21°. We need to find out how many feet long should the guy wire be?

To find the length of the guy wire, we use the formula as shown below:

Length of the guy wire = (height of the tower) / sin(angle between the tower and the wire)

We are given that the height of the tower is 427 ft and the angle between the tower and the wire is 21°.

So, substituting these values into the formula, we get:

Length of the guy wire = (427 ft) / sin(21°)

Using a calculator, we evaluate sin(21°) to be approximately 0.35837.

Therefore, the length of the guy wire is:

Length of the guy wire = (427 ft) / 0.35837

Length of the guy wire ≈ 1190.23 ft

Rounding to the nearest foot, the length of the guy wire should be 1190 ft.

Answer: The length of the guy wire should be 1190 feet.

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The volume of this cylinder is equal to 675 cm².

Mathematically, the volume of a cylinder can be calculated by using this formula:

Volume of a cylinder, V = πr²h

Where:

Substituting the given parameters into the volume of a cylinder formula, we have the following;

Volume of a cylinder, V = πr²h

Volume of a cylinder, V = 3 × 5² × 9

Volume of a cylinder, V = 3 × 25 × 9

Volume of a cylinder, V = 675 cm².

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Answer:

Step-by-step explanation:

first do (x + 6)(x+6)

= (x^2 + 6x + 6x + 36)

multiply all by 2

2x^2 + 12x + 12x + 72

simplify and subtract 50

2x^2 + 24x + 72 - 50

2x^2 + 24x + 22

hope this helps <3

Answer: 150km

Step-by-step explanation:

The question says that the car required 9 litres of gasoline to cover 108km which means we and then derive that:

9L = 108km

And we are trying to find out how much distance can cover:

12.5L =?

Therefore, in order to find out the distance, we need to figure out how much distance can 1L take the car

therefore:

1L = \(\frac{108km}{9L}\) = 12km

So if we know how far 1L can take us, we can just multiply 12.5 litres by the 12km to find out the distance:

12.5L × 12km = 150km

So, therefore, 12.5 litres can cover 150km.

Answer: To find the equation of the tangent line y(x) of the curve r(t) = (t^9, t^5), we need to find the derivative of the curve and then evaluate it at the point where we want to find the tangent line.

The derivative of r(t) is:

r'(t) = (9t^8, 5t^4)

To find the equation of the tangent line at a specific point (x0, y0), we need to evaluate r'(t) at the value of t that corresponds to that point. Since r(t) = (t^9, t^5), we can solve for t in terms of x0 and y0:

t^9 = x0

t^5 = y0

Solving for t, we get:

t = (x0)^(1/9)

t = (y0)^(1/5)

Since these two expressions must be equal, we have:

(x0)^(1/9) = (y0)^(1/5)

Raising both sides to the 45th power, we get:

(x0)^(5/9) = (y0)^(9/45)

(x0)^(5/9) = (y0)^(1/5)

(x0)^(9/5) = y0

So the point where we want to find the tangent line is (x0, y0) = (t0^9, t0^5) = (x0, x0^(5/9 * 9/5)) = (x0, x0).

Now we can evaluate r'(t) at t0:

r'(t0) = (9t0^8, 5t0^4) = (9x0^(8/9), 5x0^(4/9))

The slope of the tangent line at (x0, y0) is given by the derivative of y(x) with respect to x:

y'(x) = (dy/dt)/(dx/dt) = (5t^4)/(9t^8) = (5/x0^4)/(9/x0^8) = 5x0^4/9

So the equation of the tangent line is:

y - y0 = y'(x0) * (x - x0)

y - x0 = (5x0^4/9) * (x - x0)

y = (5/9)x + (4/9)x0

Therefore, the equation of the tangent line y(x) of the curve r(t) = (t^9, t^5) at the point (x0, y0) = (x0, x0) is y = (5/9)x + (4/9)x0.

To find the equation of the tangent line at a point on the curve, we need to find the derivative of the curve at that point. So, we start by finding the derivative of r(t):

r'(t) = (9t^8, 5t^4)

Now, let's find the tangent line at the point (1, 1):

r'(1) = (9, 5)

So, the slope of the tangent line at (1, 1) is 5/9. To find the y-intercept, we can use the point-slope form:

y - y1 = m(x - x1)

where (x1, y1) is the point on the curve. Plugging in (1, 1) and the slope we just found, we get:

y - 1 = (5/9)(x - 1)

Simplifying, we get:

y = (5/9)x + 4/9

So, the equation of the tangent line at the point (1, 1) is y = (5/9)x + 4/9.

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Answer:

i know the top ones its 75, and 100

Step-by-step explanation:

The matrix represents the linear transformation L from R³ to R² with respect to the given bases S and T.

\(\left[\begin{array}{cc}-3&-21\\-1&-7\end{array}\right]\)

To find the matrix of the linear operator L with respect to bases S and T, we need to apply L to each vector in the basis S and express the results in terms of the basis T.

Let's start by applying L to each vector in the basis S:

L(8, 8, 8) = (2, -7)

L(8, 8, 8) = (-5, 8)

Now, we express these results in terms of the basis T:

(2, -7) = 2(9, 3) + (-7)(3, 1) = (18, 6) + (-21, -7) = (-3, -1)

(-5, 8) = -5(9, 3) + 8(3, 1) = (-45, -15) + (24, 8) = (-21, -7)

The vectors (-3, -1) and (-21, -7) are the coordinates of the results of applying L to the vectors in the basis S, with respect to the basis T. Therefore, the matrix of L with respect to bases S and T is:

\(\left[\begin{array}{cc}-3&-21\\-1&-7\end{array}\right]\)

Therefore, the matrix represents the linear transformation L from R³ to R² with respect to the given bases S and T.

\(\left[\begin{array}{cc}-3&-21\\-1&-7\end{array}\right]\)

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The "hypothesis of no change," "status quo," and "conventional wisdom" are all alternative names for the null hypothesis. Unless there is overwhelming evidence to the contrary, the null hypothesis is assumed to be correct.

H0: u = 1: u ≠ 1,400

When testing hypotheses with the P value, the null hypothesis is rejected if?

The evidence against the null hypothesis is stronger when the p-value is smaller (closer to 0).If the p-esteem is not exactly or equivalent to the predetermined importance level α, the invalid speculation is dismissed;The null hypothesis is not rejected otherwise.

A statement of expectation or prediction that will be tested by research is called a research hypothesis. Read up on the subject that interests you before coming up with your research hypothesis.

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