plz help ignore the 14 though

Answer:

D= 7(2g-H)/U

Step-by-step explanation:

The equivalent expression of (q² − r²s) (q⁴ + q²r²s + r⁴s²) is  q⁶  - r⁶s³

The expression is given as:

(q² − r²s) (q⁴ + q²r²s + r⁴s²)

Expand the expression

(q² − r²s) (q⁴ + q²r²s + r⁴s²) =  q²(q⁴ + q²r²s + r⁴s²) − r²s(q⁴ + q²r²s + r⁴s²)

Open the brackets

(q² − r²s) (q⁴ + q²r²s + r⁴s²) =  q⁶ + q⁴r²s + q²r⁴s² -q⁴r²s - q²r⁴s² - r⁶s³

Evaluate the like terms

(q² − r²s) (q⁴ + q²r²s + r⁴s²) =  q⁶  - r⁶s³

Hence, the equivalent expression of (q² − r²s) (q⁴ + q²r²s + r⁴s²) is  q⁶  - r⁶s³

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Factor the expression. (q² − r²s) (q⁴ + q²r²s + r⁴s²)

The price of one pound of banana = b

As one pound of oranges costs $0.75 more than one pound of bananas, so, the price of one pound of orange = b+0.75.

The price of 3 pounds of banana = 3b,

and the price of 2 pounds of oranges = 2(b+0.75).

Now, as she pays $4.50 for 3 pounds of bananas and 2 pounds of oranges.

So, for this situation the required equation is

3b + 2(b+0.75) =4.5

On solving this equation, we have

\(\Rightarrow 3b+2b+2\times0.75=4.5\)

\(\Rightarrow 5b +1.5=4.5\)

\(\Rightarrow 5b =4.5-1.5=3\)

\(\Rightarrow b =\frac 3 5=0.6\)

Hence, the price of one pound of banana = $ 0.60

and the price of one pound of orange

=b+0.75= 0.60+0.75=$1.35.

The Area of Trapezium is 50, 267 mm².

We have,

base 1 = 224 mm

base 2 = 77 mm

Height = 334 mm

Now, Area of Trapezium

= 1/2 (Sum of parallel side) x height

= 1/2 (224 + 77) x 334

= 1/2 x 301 x 334

= 50, 267 mm²

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Answer:

D.8

Step-by-step explanation:

A cube's volume is basically the side length multiplied by itself 3 times, so if it was increased by a factor of 2, it would mean 2x2x2 which equals 8.

We have the following:

We can calculate the angle by means of the trigonometric cosine ratios, as follows:

replacing:

Therefore the angle formed is 57.6 degrees

Answer:-11/2

Step-by-step explanation:

Therefore, Andrea has 25 dimes in 37 coins, all nickels and dimes and the value of the 37 coins is $3.10.

Let's represent the number of nickels by "n" and the number of dimes by "d".

From the problem, we know that:

n + d = 37 (equation 1) ---(the total number of coins)

0.05n + 0.1d = 3.10 (equation 2) ---(the total value of the coins in dollars)

To solve for d, we can rearrange equation 1 to get:

n = 37 - d

Substitute this expression for n into equation 2 and simplify:

0.05(37-d) + 0.1d = 3.10

1.85 - 0.05d + 0.1d = 3.10

0.05d = 1.25

d = 25

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To find the volume of the solid, we need to integrate the area of each square section perpendicular to the x-axis over the range of x values that correspond to the base of the solid.

The base of the solid is the region enclosed by the parabola y = 4x^2, the line x=1, and the x-axis in the first quadrant. To find the bounds of integration, we need to find the x values where the parabola intersects the line x=1.

Setting y = 4x^2 equal to x=1, we get:

4x^2 = 1

x^2 = 1/4

x = ±1/2

Since we are only interested in the first quadrant, we take x=0 to x=1/2 as the bounds of integration.

For each value of x, the plane section perpendicular to the x-axis is a square with side length equal to the y-value of the point on the parabola at that x-value. Thus, the area of the square section is (4x^2)^2 = 16x^4.

To find the volume of the solid, we integrate the area of each square section over the range of x values:

V = ∫(0 to 1/2) 16x^4 dx

V = [16/5 x^5] (0 to 1/2)

V = (16/5)(1/2)^5

V = 1/20

Therefore, the volume of the solid is 1/20 cubic units.

The volume of the solid is  8 cubic units.

Integrate the area of each square cross-section perpendicular to the x-axis to determine the solid's volume.

Find the parabolic region's equation in terms of y first. We get to x = ±√(y/4).  after solving y = 4x^2 for x. Since only the area in the first quadrant is of interest to us, we take the positive square root:  = √(y/4) = (1/2)√y.

Consider a square cross-section now, except this time it's y height above the x-axis. The area of the cross-section, which is a square, is equal to the square of the length of its side. Let s represent the square's side length. Next, we have

s is the length of the square's side projection onto the x-axis,

= 2x

= √y

As a result, s2 = y is the area of the square cross-section at height y.

We must establish the bounds of integration for y in order to build up the integral for the solid's volume. The limits of integration for y are 0 to 4 since the parabolic area intersects the line x = 1 at y = 4. As a result, the solid's volume is:

V = ∫[0,4] y dy

= (1/2)y^2 |_0^4

= (1/2)(4^2 - 0^2)

= 8

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The domain model class diagram is used to illustrate the domain models in object-oriented development. It provides an overview of a system's domain models, the major concepts, and their relationships.

These diagrams are used to give an understanding of the software system's requirements and to guide the system's design process.150 words:What is a domain model class diagram?A domain model class diagram is a type of UML diagram that is used to represent the domain models in object-oriented development.

This diagram is used to depict an overview of a system's domain models, the major concepts, and their relationships. A domain model is a visual representation of the system's domain, which includes the concepts, activities, and relationships between the concepts and activities.

A domain model class diagram can be used to capture the user's requirements and translate them into a software system.The domain model class diagram consists of classes, attributes, associations, and operations. Classes are the fundamental building blocks of the system and define the system's concepts.

Attributes are the properties of the classes, while operations are the actions that can be performed on the classes. Associations are the relationships between the classes, and they define how the classes are connected to one another.

The domain model class diagram provides a clear and concise representation of the system's domain and enables designers and developers to build software systems that meet the user's needs.

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Answer:

\(\boxed{\sf{4}}}\)

Step-by-step explanation:

Use a slope form.

Slope:

\(\sf{\dfrac{y_2-y_1}{x_2-x_1}=\dfrac{rise}{run} }\)

y₂ = (17)

y₁ = (1)

x₂ = (2)

x₁ = (-2)

Then, rewrite the problem.

Solve.

\(\sf{\dfrac{17-1}{2-(-2)}=\dfrac{16}{4}=\dfrac{16\div4}{4\div4}=\dfrac{4}{1}=\boxed{\sf{4} }\)

Therefore, the slope is 4, which is our answer.

I hope this helps you! Let me know if my answer is wrong or not.

The critical point of f at z = 1 is a local minimum.

To find the critical points of the function f(z, 3) = 4z^2 - 8z + 1, we need to find the values of z where the first partial derivatives with respect to z are equal to zero. Let's solve it step by step.

Take the partial derivative of f with respect to z:

∂f/∂z = 8z - 8

Set the derivative equal to zero and solve for z:

8z - 8 = 0

8z = 8

z = 1

The critical point of f occurs when z = 1.

To determine whether the critical point is a local minimum, local maximum, or a saddle point, we can use the second partial derivative test. We need to calculate the second partial derivative ∂²f/∂z² and evaluate it at the critical point (z = 1).

Taking the second partial derivative of f with respect to z:

∂²f/∂z² = 8

Evaluate the second derivative at the critical point:

∂²f/∂z² at z = 1 is 8.

Analyzing the second derivative:

Since the second derivative ∂²f/∂z² = 8 is positive, the critical point (z = 1) corresponds to a local minimum.

Therefore, the critical point of f at z = 1 is a local minimum.

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Answer: -1/28 gallon

Step-by-step explanation:

divide both numbers by 4 since its 1/4 a minute (-5/7 ÷ 4 and 4/7 ÷ 4) then add them, (-5/28 + 4/28= -1/28)

Answer: -1/28 gallon

Step-by-step explanation:

Answer:

5x - 100

Step-by-step explanation:

Answer:

P(x) = 5x - 100

Step-by-step explanation:

The increase in the minimum wage to $8.00 per hour could potentially lead to an increased demand for clothes due to higher purchasing power and potential shifts in consumer preferences.

We have,

Increasing the minimum wage to $8.00 per hour can have some impact on the demand for clothes.

Here are a few potential effects to consider:

Increased purchasing power:

When the minimum wage is increased, low-wage workers have more disposable income. This extra income can lead to increased consumer spending, including on clothing.

As a result, there could be a boost in the demand for clothes as more people can afford to purchase new clothing items.

A shift in consumer preferences:

With a higher minimum wage, individuals who previously had limited resources may now have the ability to choose higher-quality clothing or purchase from more expensive brands.

This shift in consumer preferences could lead to changes in the demand for different types of clothes and potentially result in an increase in demand for higher-end or premium clothing.

Price sensitivity:

While an increase in the minimum wage may provide workers with more spending power, some individuals may still be price-sensitive and prefer more affordable clothing options.

As a result, there may be continued demand for lower-priced clothing items or a preference for sales and discounts.

Employment and production costs:

An increase in the minimum wage could potentially lead to higher labor costs for clothing manufacturers and retailers.

To mitigate these increased costs, businesses may take steps such as adjusting their pricing strategies, implementing cost-saving measures, or exploring more efficient production methods.

These factors could impact the overall supply of clothes and potentially influence prices.

Thus,

The increase in the minimum wage to $8.00 per hour could potentially lead to an increased demand for clothes due to higher purchasing power and potential shifts in consumer preferences.

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Total marbles to start = 3 + 4 + 5 = 12

the probability of getting red is the number of red / total marbles.

first pick getting red = 4/12 = 1/3

after the first pick there would be 3 red and 11 marbles. The probability of picking red would be 3/11

the probability of picking red twice would be 1/3 x 3/11 = 3/33 = 1/11

Answer: 1/11

Answer:Y=10X-16

Step-by-step explanation:

y = x3- 2x 2,( 2, 4)( Given)

Find the first outgrowth, calculate the pitch and find the equation.

We should first know the pitch of the wind at(,4)

pitch at any point on the wind is written by its first outgrowth as

dy/ dx = 3x2- 2

pitch at x = 2

m = 3( 2) 2- 2 = 12- 2 = 10

Equation of a digression is given as

c mx = y

Where m is the pitch

Substituting the values

c 10 × 2 = 4

On farther computation

c 20 = 4

c = 16

The equation of the digression is y = 10 x- 16

Thus, the equation of the digression line to the wind is y = 10x-16

The ratio of c:d:e is 1:3:2.

To find the ratio, you can multiply the first ratio by the second ratio: 1 * 2 = 2 and 3 * 3 = 9, so the ratio becomes 2:9:6, which can be simplified to 1:3:2.

A ratio is a comparison between two values. To calculate a ratio, divide the first value by the second value. For example, if you have three apples and seven bananas, the ratio of apples to bananas would be 3/7.

You can also simplify a ratio by dividing both values by their greatest common divisor. For example, if the ratio of apples to bananas is 6/14, you could simplify it to 3/7.

It's also possible to express a ratio as a fraction, decimal, or percentage. To convert a ratio to a fraction, simply divide the two values. To convert a ratio to a decimal, divide the numerator by the denominator. To convert a ratio to a percentage, multiply the ratio by 100.

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The measure of the angle of the triangle is ∠Q = 72.1°

Given data ,

Let the triangle be represented as ΔQRS

Now , the measure of sides of the triangle are

SQ = 75 inches

And , RS = 23 inches

From the trigonometric relations , we get

cos θ = adjacent / hypotenuse

On simplifying , we get

cos Q = 23/75

cos Q = 0.3066667

Taking inverse on both sides , we get

The inverse of the cosine function is Q = cos⁻¹ ( 0.306667 )

Q = 72.14°

Hence , the angle is Q = 72.1°

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Answer:

2.0000

Step-by-step explanation:

Can I pls have brainliest

The simplest way to perform a division is long division and synthetic division.

What is division?

Division in mathematics is the process of dividing an amount into equal parts. For instance, we may split a group of 20 people into four groups of 5, five groups of 4, and so on.

There are two methods to perform division:

Long division: The mathematical procedure for splitting big numbers into more manageable groups or sections is known as long division. A difficulty can be solved by breaking it down into manageable parts. Dividends, divisors, quotients, and remainders all exist in long divisions.

Synthetic division: In algebra, synthetic division is a technique for manually dividing polynomials according to Euclid, requiring less writing and calculation than long division. Although the approach can be applied to division by any polynomial, it is often taught for division by linear monic polynomials.

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The recommended rule to sequence the jobs for minimum flow time is the EDD (Earliest Due Date) rule.

The EDD rule prioritizes jobs based on their due dates, where jobs with earlier due dates are given higher priority. By sequencing the jobs in order of their due dates, the goal is to minimize the total flow time, which is the sum of the time it takes to complete each job.

In this case, applying the EDD rule, the sequence of jobs would be as follows:

D (Due on Friday 10th June)

F (Due on Tuesday 14th June)

E (Due on Wednesday 15th June)

C (Due on Friday 17th June)

G (Due on Thursday 16th June)

H (Due on Saturday 18th June)

A (Due on Monday 13th June)

B (Due on Monday 20th June)

By following the EDD rule, we aim to complete the jobs with earlier due dates first, minimizing the flow time and ensuring timely delivery of the orders.

Therefore, the recommended rule for sequencing the jobs in this scenario is the EDD (Earliest Due Date) rule.

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Answer:

128409600 Oentr

pentru ca 20×5=100

Answer:

yes

Step-by-step explanation:

\(\frac{16}{72}\) ( divide numerator/ denominator by 8, the LCM of 16 and 72 )

= \(\frac{2}{9}\)

\(\frac{18}{81}\) (divide numerator/ denominator by 9 the LCM of 18 and 81 )

= \(\frac{2}{9}\)

Both rational numbers simplify to \(\frac{2}{9}\) and are equivalent

Answer:

im passing this concept trust me the anser is airplane B

Step-by-step explanation:

Answer:

left

Step-by-step explanation:

Answer:

i don't no because iam not understand tje question

Answer:

140 is the amount  of money for the tip

Step-by-step explanation:

Answer:

$140

Step-by-step explanation:

20=0.2

700×0.2=140

I mean like that is a big tip for a person.

plzz mark it brainliest, need it to level up

Answer:

\(\huge\boxed{\cot\dfrac{3\pi}{2}=0}\)

Step-by-step explanation:

\(\text{We know}\ \cot x=\cot(x\pm\pi)\ \text{and}\ \cot(-x)=-\cot x.\\\\\text{We have}\ \cot\dfrac{3\pi}{2}=\cot\dfrac{\pi+2\pi}{2}=\cot\bigg(\dfrac{\pi}{2}+\dfrac{2\pi}{2}\bigg)=\cot\bigg(\dfrac{\pi}{2}+\pi\bigg)=\cot\dfrac{\pi}{2}\\\\\cot\bigg(\dfrac{\pi}{2}\bigg)=0\\\\\text{Therefore}\ \cot\dfrac{3\pi}{2}=0.\)

Answer:

m>3

Step-by-step explanation:

2m >6

Divide by 2

2m/2 > 6/2

m >3

Answer:

m>3

Step-by-step explanation: