Please help I’m running out of time

Answer:

124.6

Explanation:

Let the number be x.

Thus, we have that: 13% of x =16.2

Next, solve for x by cross-multiplying.

Divide both sides by 13.

Thus, 16.2 is 13% of 124.6 (rounded to the nearest tenth).

The limit of the sequence as n approaches infinity is infinity.The correct answer is not provided among the options.

To find the limit as n approaches infinity of the given sequence, we can examine the recursive formula and look for a pattern in the terms.

The sequence is defined as follows:

a₁ = 2

aₙ₊₁ = √6 + aₙ

Let's calculate the first few terms to see if we can identify a pattern:

a₂ = √6 + a₁ = √6 + 2

a₃ = √6 + a₂ = √6 + (√6 + 2) = 2√6 + 2

a₄ = √6 + a₃ = √6 + (2√6 + 2) = 3√6 + 2

We can observe that the terms are increasing with each iteration and are in the form of k√6 + 2, where k is the number of iterations.

Based on this pattern, we can make a conjecture that aₙ = n√6 + 2.

Now, let's evaluate the limit as n approaches infinity:

lim(n→∞) aₙ = lim(n→∞) (n√6 + 2)

As n approaches infinity, n√6 becomes infinitely large, and the 2 term becomes insignificant compared to it. Thus, the limit can be simplified to:

lim(n→∞) (n√6 + 2) = lim(n→∞) n√6 = ∞

Therefore, the limit of the sequence as n approaches infinity is infinity.

The correct answer is not provided among the options.

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Step-by-step explanation:

is there more to the question?

Answer:

is 30 because 3 multiply by 10 is 30

After calculation, the average salary is 865.8644 thousands of dollars and average tenure is 7.955 years. Number of CEOs who are in their first year as CEO is equal to 5.

Here are the steps in R Studio to perform the tasks:

(a) Finding the average salary and the average tenure in the sample:

Load the CEOSAL2 data set in R Studio using the read.csv function.

       ceos <- read.csv("CEOSAL2.csv")

Calculate the average salary using the mean function:

       average_salary <- mean(ceos$salary)

Calculate the average tenure using the mean function:

average_tenure <- mean(ceos$ceoten)

(b) Finding the number of CEOs in their first year as CEO and the longest tenure as CEO:

Use the sum function and a logical test to count the number of CEOs in their first year as CEO:

first_year_ceos <- sum(ceos$ceoten == 0)

Use the max function to find the longest tenure as CEO:

longest_tenure <- max(ceos$ceoten)

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Answer:

mean-3.2

median-3

mode-3

Step-by-step explanation:

The teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.

In order to help the students understand that the triangle is equivalent to half a square, the teacher can adopt different methods, including the following:

1. Drawing diagrams of the triangle and the square to show the comparison. The teacher can draw diagrams of a triangle and a square on the board and label the different parts.

They can then show the students that a triangle can be created by halving the square diagonally. This way, the students will be able to visualize the comparison and understand it better.

2. Demonstrating the concept practically. The teacher can also demonstrate the concept by using physical objects such as paper or cardboard.

They can show the students how to create a triangle by folding a square diagonally and cutting it along the fold. This way, the students will be able to see the practical application of the concept.

3. Using real-world examples. The teacher can also use real-world examples to help the students understand the concept better.

For example, they can show the students pictures of tents or rooftops that are shaped like triangles and explain how they are related to squares.

4. Conducting group discussions. The teacher can conduct group discussions where the students can share their understanding of the concept and ask questions.

This way, the students will be able to learn from each other and clarify any doubts they may have.

Overall, the teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.

The key is to use different approaches that cater to different learning styles and to encourage the students to participate actively in the learning process.

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We will solve a follows:

***Explanation of the procedure using change of base for a logarithm***

So:

Answer:

84

Step-by-step explanation:

7x3x4

,,,,,,,,,,,,,,,,

Answer:

84 in^3

v=length x width x height

Why do u need pi in this, there are no circle or sphere or cone, or whatever

hope that answers your question

good luck and stay safe

Step-by-step explanation:

Answer:

A = 2(7) + (1/2)(4)(4 + 9) = 14 + 26 = 40 m²

Answer:

28-8-4x=0

x=5

5 days

Step-by-step explanation:

28-8=20 problems left

then 4 each day

Answer:

3 r 44

51+51=102

102+51=153

197-153=44

44 does not go into 51 as a whole number, leaving it as a remainder.

Answer:

3 r 8

Step-by-step explanation:

When you divide 197 by 51 you get 3 r 8. Hope it helped!! :]

Answer:

Solving the equation:

M1 = - 4

M2 = 2

Answer:

The flow rate in mL/hr for infusing 2 liters of 5% dextrose over 16 hours is 125 mL/hr.

Step-by-step explanation:

We can use the following formula to calculate the flow rate:

Flow rate (mL/hr) = Volume to be infused (mL) / Time of infusion (hr)

First, we need to convert the total volume of 2 liters to mL:

2 liters = 2000 mL

Next, we can plug in the values:

Flow rate = 2000 mL / 16 hours

Flow rate = 125 mL/hr

Therefore, the flow rate in mL/hr for infusing 2 liters of 5% dextrose over 16 hours is 125 mL/hr.

The length of the guy's wire to the nearest foot is 89 feet.

The situation forms a right-angled triangle.

The hypotenuse of the triangle is the length of the wire.

let's use the smaller triangle to find the angle opposite the tower. Therefore,

tan ∅ = opposite / adjacent

tan ∅ =  5 / 2

∅ = tan⁻¹ 2.5

∅ = 68.1985905136

∅ = 68.20°

Therefore,

cos 68.20 = adjacent / hypotenuse

cos 68.20 = 33 / hypotenuse

hypotenuse = 33 / cos 68.20

hypotenuse = 88.8606843161

Therefore,

length of wire ≈ 89 feet.

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Answer:

89

Step-by-step explanation:

Scale factor is 16.5

Use pythagorean theorem to get this equation:

82.5^2 + 32^2 = c^2

Round your answer to equal 89

These solutions are not in the interval [0, 2π), so the only solutions are: θ = 0.7227, 5.5599

We can use the addition formula for cosine and sine:

cos(θ) cos(2θ) + sin(θ) sin(2θ)

= cos(θ)(cos²θ - sin²θ) + sin(θ)(2sinθ cosθ)

= cos³θ + cosθ sin²θ + 2sin²θ cosθ

Using the identity cos²θ + sin²θ = 1, we can substitute sin²θ = 1 - cos²θ:

cos³θ + cosθ(1 - cos²θ) + 2(1 - cos²θ) cosθ  = 3cosθ - 4cos³θ

So the equation simplifies to:
3cosθ - 4cos³θ = 3/2

We can then rearrange and factor:

4cos³θ - 3cosθ + 3/2 = 0
(4cosθ - 3)(2cos²θ + 2cosθ - 1) = 0

The first factor gives us the solution:
cosθ = 3/4

Using the inverse cosine function, we get:
θ = ±0.7227, 2π - 0.7227

To check the second factor for solutions, we can use the quadratic formula:
cosθ = (-1 ± √3)/2

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The value of x in the diagram given in the question above is 61°

The value of x can be obtained as illustrated below:

(x - 11)° + (2x + 8)° = 180° (angle on a straight line)

Clear the brackets

x - 11 + 2x + 8 = 180°

Rearranging the above, we have:

x + 2x - 11 + 8 = 180

3x - 3 = 180

Collect like terms

3x = 180 + 3

3x = 183

Divide both sides by 3

x = 183 / 3

x = 61°

Thus, from the above calculation, we can conclude that the value of x is 61°

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If the price of the dream car will increase at an annual rate of 1.7 percent, it will cost about $62,232.25 after 7 years.

To find the future cost of the dream car in 7 years, we can use the formula for compound interest.

The formula for compound interest is given:

A = P (1 + r/n)^nt

Where:

A = amount of money after n years

P = principal (initial) amount of money

r = annual interest rate

t = number of years

n = number of times interest is compounded per year

Given that the dream car costs $52,300 today and it will increase at an annual rate of 1.7%, we can find the future cost of the car in 7 years as follows:

P = $52,300r = 1.7% = 0.017t = 7 years

n = 1 (annual compounding)

Using these values in the formula

A = $52,300 (1 + 0.017/1)^(1*7)

A = $52,300 (1.017)^7A ≈ $62,232.25

Therefore, the dream car will cost about $62,232.25 after 7 years.

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\(S = [(1/2) + (1/2 \ ln 2)]\) is the exact length of the curve. y = 1/4 x² − 1/2 ln(x), 1 ≤ x ≤ 2

A parametric curve known as an integral curve in mathematics denotes a particular solution to an ODE or system of ordinary differential equations.

The value at each point in a two-dimensional field may be conceptualized as the height of a three-dimensional surface that is embedded in the field. The area under a curve drawn across the surface this scalar field defines is identical to the line integral of a curve over it.

A defined integral between the two points is used to determine the area under a curve between two points.

Given that,

\(y = \frac{1}{4} x^2 - \frac{1}{2} \ln x\)   , 1 ≤ x ≤ 2

Length of the curve:

\(S = \int\limits^a_b \sqrt{1 + (dy/dx)^2} \, dx\)

\(S = \int\limits^2_1 \sqrt\ {1 + [(x/2) - (1/2x)]^2} \, dx\)

\(S = \int\limits^2_1 \sqrt\ {(1/2) + [(x^2/4) - (1/4x^2)} \, dx\)

\(S = \int\limits^2_1 [(x/2) + (1/2x)]\, dx\)

\(S = [ (x^2/4) + (1/2 \ln x)]^2_1\)

\(S = [ 1 + (1/2 \ ln 2) - (1/2)]\)

\(S = [(1/2) + (1/2 \ ln 2)]\)

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they are straight lines that make a plus

Answer:

The coordinates should be (2,-1) also theres a website my friend showed me called mathaway it answers any question except word problems :)

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

70-50 is 20

Memoization is a technique used in programming to store the results of expensive function calls and return the cached result when the same inputs occur again. This approach can significantly improve the performance of recursive functions, such as the Legendre polynomials.

To define a recursive function L using memoization, we can create a dictionary or map that stores the previously calculated values of L(n, x). We can then check if the requested value of L(n, x) is already in the dictionary and return it if it is. If not, we can calculate the value using the recursive definition and store it in the dictionary for future use.

Here is an implementation of the memoized L function in Python:

```
memo = {}
def L(n, x):
   if n == 0:
       return 1
   elif n == 1:
       return x
   elif (n, x) in memo:
       return memo[(n, x)]
   else:
       result = ((2*n - 1)*L(n-1, x) - (n - 1)*L(n-2, x))/n
       memo[(n, x)] = result
       return result
```

In this implementation, we first check if n is 0 or 1 and return the appropriate base case values. If the requested value is already in the memoization cache, we return it directly. Otherwise, we calculate the value recursively using the provided formula and store it in the cache before returning it.

Using memoization, we can avoid recalculating the same values of L(n, x) multiple times and greatly speed up our computation.

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Answer:

B' (16,14)

Step-by-step explanation:

Find the coordinates of the vertex B.

M is the midpoint of the diagonal AC.

A(2,7) and C(8,1), the center has coordinates Point M which is the midpoint of the diagonal BD.

Let B has coordinates (x,y),

B(8,7).

(x,y)→(2x,2y)

B(8,7)→B'(16,14).

Answer:

(16, 14)

Step-by-step explanation:

If there was no dilation, the fourth coordinate would be (8, 7)

Dilation of 2: (2x, 2y)

(16, 14)

The subspace of R⁴ consisting of all vectors of the form [x₁, 3x₁+x₂, -7x₁+8x₂, 3₁-6x₂] has a basis consisting of the vectors [1, 3, -7, 3] and [0, 1, 8, -6].

Vectors are an essential component of linear algebra and are used to represent quantities that have both magnitude and direction.

Now, let's consider the subspace of R⁴ consisting of all vectors of the form [x₁, 3x₁+x₂, -7x₁+8x₂, 3₁-6x₂].

To find a basis for this subspace, we need to find a set of vectors that are linearly independent and span the subspace.

Let's consider the equation a[1, 3, -7, 3] + b[0, 1, 8, -6] = [0, 0, 0, 0] for some coefficients a and b. This gives us the system of equations:

a = 0

3a + b = 0

-7a + 8b = 0

3a - 6b = 0

The first equation immediately gives us a = 0, and substituting this into the second equation gives us b = 0 as well. Therefore, the two vectors we found are linearly independent, and hence form a basis for the subspace.

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Answer:

Equal

Equal

Equal

Supplementary

Step-by-step explanation:

Just learn the angles tbh, you will need them in the future

Answer:

22

Step-by-step explanation:

21.962962963

Estimated: 22

Hope it helps plz give brainliest! :D

Answer:

-5x+2y-2

Step-by-step explanation:

Hope this helps