Which equation has the same solution as x2 + 4x – 13 = 5?

Answer:

7.3

Step-by-step explanation:

Answer:

In all they read 34 books.

The difference from one month to the other was 6 books.

Step-by-step explanation:

Didn't understand question. Tried my best. Hope it helps!

Answer:

10^4

Step-by-step explanation:

10×10×10×10=10,000, which is given number.

Differential equations (DEs) are mathematical tools used to model and analyze real-world phenomena. DEs describe the relationships between variables and their rates of change. When applied to real-world data, DEs help in understanding and predicting how systems evolve over time.

DEs are utilized in various ways when working with real-world data. Here are some key aspects:

1. Modeling: DEs are used to create mathematical models that represent the behavior of a system. By identifying the relevant variables and their relationships, DEs capture the dynamics and interactions within the system. Real-world data, such as measurements or observations, can be used to inform the parameters and initial conditions of the DE model.

2. Parameter Estimation: DE models often have parameters that need to be estimated based on real-world data. Statistical techniques, such as regression analysis or optimization methods, can be employed to determine the values of these parameters that best fit the observed data.

3. Simulation and Prediction: Once a DE model is established and parameters are estimated, numerical methods can be used to solve the equations and simulate the system's behavior over time. By comparing the simulated results to real-world data, the accuracy and validity of the model can be evaluated. DE models can also be used for prediction, allowing for forecasts or projections of future behavior based on the established mathematical relationships.

4. Sensitivity Analysis: DE models enable sensitivity analysis to understand the impact of different factors on the system's behavior. By varying the parameters or initial conditions within certain ranges, it is possible to assess how changes in these variables affect the model's output. This analysis provides insights into the robustness and stability of the system.

Overall, DEs provide a powerful framework for analyzing and interpreting real-world data. By formulating mathematical equations that capture the underlying dynamics, DEs enable us to gain a deeper understanding of complex systems and make predictions or informed decisions based on the mathematical insights derived from the data.

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Answer:

Sorry I cant help

Step-by-step explanation:

Answer:

I'm assuming it's a triangle of some sort. I'll assume it's a right triangle. All the angles and sides are there. I would need 2 angles and 1 side or 2 sides and 1 angle to get a specific triangle.

Step-by-step explanation:

Answer:

First one is a, second one is d, and the third one is b

Step-by-step explanation:

hope this helps friend

the rate of change of the radius at the instant the volume equals 36π cm³ is 7 / (36π) cm/sec.

The volume V of a sphere with radius r is given by the formula V = (4/3)πr³. We are given that the rate of change of the volume is 7 cm³/sec. Differentiating the volume formula with respect to time, we get dV/dt =(4/3)π(3r²)(dr/dt), where dr/dt represents the rate of change of the radius with respect to time.

We are looking for the rate of change of the radius, dr/dt, when the volume equals 36π cm³. Substituting the values into the equation, we have: 7 = (4/3)π(3r²)(dr/dt)

7 = 4πr²(dr/dt) To find dr/dt, we rearrange the equation: (dr/dt) = 7 / (4πr²) Now, we can substitute the volume V = 36π cm³ and solve for the radius r: 36π = (4/3)πr³

36 = (4/3)r³

27 = r³

r = 3  Substituting r = 3 into the equation for dr/dt, we get: (dr/dt) = 7 / (4π(3)²)

(dr/dt) = 7 / (4π(9))

(dr/dt) = 7 / (36π)

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Answer:

Sorry if I'm wrong

Step-by-step explanation:

Polynomials: algebraic expressions that contain any number of terms combined by using addition or subtraction.

Non-polynomials: no square roots of variables, no fractional or negative powers on the variables, and no variables in the denominators of any fractions.

The  sum or a difference of logarithms are: a)= log-1  (b)  log₉11  2) a) log2072  (b)  log10077696  (3) s= 1

The logarithm of a product is the sum of the logarithms of the factors being multiplied, while the logarithm of the ratio or quotient of two numbers is the difference of the logarithms.  To write the sum or difference of logarithms as a single logarithm, one can use the addition rule, the multiplication rule of logarithm, or the third rule of logarithms that deals with exponents.

the given logarithms are

a. log(19/20)

Applying the law of logarithm to get

log(19-20)

= log-1

b. log9(3 x 8)

log₉3 + log₉8

log ₉(3+8)

= log₉11

2 The logarithm that has error include

a. log56 + log37 = log542

The logarithm is wrong

Applying the law of multiplication we have

log(56*37)

= log2072

b. 3 log216 = log2163

This logarithm is wrong because applying the power law of logarithm

log216³ = log10077696

3) S = 10 logl1 - 10logI0

Using the low of logarithm we have

s= log11¹⁰/log10¹⁰

log(11/10)¹⁰⁺¹⁰

log(1.1)⁰

Any number raised to power zero is 1

therefore s= 1

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Answer:

N = 34

Step-by-step explanation:

METHOD I

(hit and trial)

The given two ratios have to be equal.

This means, 24 : N must break down to 12 : 17 after dividing it by some common factor.

The common factor here is 2.

Since,

12 × 2 = 24

17 × 2 = 34

\( \boxed{\mathsf{ \underline{N \: must \: be \: 34}}}\)

(after dividing the first ratio by 2(common factor) we get the second ratio. Meaning that they become equivalent as required by the question).

METHOD II

(mathematical approach)

Ratios can be written in form of fractions as:

\( \boxed{ \mathsf{ \frac{24}{N} = \frac{12}{17} }}\)

Cross multiplying:

\( \implies \mathsf{24 \times 17 = 12 \times N }\)

taking 12 to the denominator:

\( \implies \mathsf{ \frac{24 \times 17 }{12} = N }\)

24 and 12 gets canceled and 2 takes up their spot

(why?

=> 24 ÷ 12 = 2)

\( \implies \mathsf{2 \times 17 = N } \)

\( \implies \mathsf{2 \times 17 = N } \)

\( \implies \mathsf{ N = 34 } \)

\( \implies \mathsf{ N = 34} \)

Answer:

y=2x+8

Step-by-step explanation:

Move 4x to other side and divide everything by 2

The specific number of instances in an entity is typically expressed using the term "count" or "quantity."

It represents the numerical value that indicates how many individual instances or objects are present within a given entity or set.

For example, if you are referring to the number of students in a classroom, you might say, "The count of students in the classroom is 25." Here, "25" represents the specific number of instances (students) within the entity (classroom).

Similarly, if you are discussing the quantity of apples in a basket, you might say, "The quantity of apples in the basket is 10." In this case, "10" represents the specific number of instances (apples) within the entity (basket).

So, "count" or "quantity" are the terms commonly used to express the specific number of instances in an entity.

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Answer:

x = 52

Step-by-step explanation:

the right angle means 90 degrees so add 90 and 34 to get 124 then when u subtract from 180 degree (the degrees of a triangle) you get 54 degrees. that means that p has to be 124 degrees. 124 subtracted by 72 is 52. Therefore x is 52.

The value of h in the expression A=1/2h(c+d) is h = 2A/(c+d)

The subject of an equation is the variable that is been solved for. When you've solved an equation for the subject, your subject is the variable by itself on either the left or right side of the equation.

for example, in the equation A=1/2h(c+d), A is the subject of formula. changing the subject to h, we have to evacuate all other terms associative with h

multiplying both sides by 2

2A= h(c+d)

dividing both sides by (c+d)

therefore h= 2A/(c+d)

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Answer: For every cup of flour we need 2/3 cups of sugar.

For every cup of sugar you need 3/2 cups of flour.

Step-by-step explanation:

Using basic concept of proportion value and percentage from the total, The answer is there are 15 students in the club.

A percentage is a way of expressing a number as a fraction of 100. It is often denoted using the symbol "%". For example, 50% means 50/100 or 0.50. It is commonly used to express rates and proportions. Percentages can be used to express a variety of information, such as discounts, increases, and proportions. For example, if a product is on sale for 20% off, that means the price has been reduced by 20/100 or 0.20 times the original price. If a company's profits have increased by 10%, that means they have gone up by 10/100 or 0.10 times the original amount.

A proportion is a mathematical relationship between two values that indicates that they are in a specific ratio to each other. Proportions can be expressed in a variety of ways, but one common way is to use the symbol ":" to separate the two values. In statistics, it is common to use proportions to express the relationship between different groups or categories in a population. In physics, proportions can be used to calculate different quantities in systems.

total = x

40% of x =6

40/100 * x =6

x=6*100/40

=15

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Answer:

88%

Step-by-step explanation:

22/25 = 0.88

0.88 x 100 = 88%

The second option shows a pair of triangles which are congruent by the SSS congruence theorem.

The SSS (Side - Side - Side) congruence theorem states that if two triangles have three sides that are congruent to each other, then the two triangles are congruent by the SSS theorem.

The congruent sides for the second option are given as follows:

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The frequency of a class is the number of data points that fall within the class is 1.

To determine the frequency of each class in the table shown, we must first divide the data points into the respective classes. The classes are 1003, 1062, 1063, 1122, 1123, 1182, 1183, 1242, 1243, 1302, 1303, and 1362.

For the class 1003, the frequency is 1, since there is only one data point (1003) in this class.

For the class 1062, the frequency is also 1 since there is only one data point (1062) in this class.

For the class 1063, the frequency is also 1 since there is only one data point (1063) in this class.

For the class 1122, the frequency is 1 since there is only one data point (1122) in this class.

For the class 1123, the frequency is 1 since there is only one data point (1123) in this class.

For the class 1182, the frequency is 1 since there is only one data point (1182) in this class.

For the class 1183, the frequency is 1 since there is only one data point (1183) in this class.

For the class 1242, the frequency is 1 since there is only one data point (1242) in this class.

For the class 1243, the frequency is 1 since there is only one data point (1243) in this class.

For the class 1302, the frequency is 1 since there is only one data point (1302) in this class.

For the class 1303, the frequency is 1 since there is only one data point (1303) in this class.

For the class 1362, the frequency is 1 since there is only one data point (1362) in this class.

Therefore, the frequency of each class in the table shown is 1.

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(i) y = ±√(-x² + 2ax - a² + (b² - r²)) + b

(ii) y = ±√(-25)

The square root of a negative number is not real, there are no real y-coordinates for the given values of a, b, r, and x. There are no points on the circle with those coordinates.

(i) To express y in terms of a, b, x, and r, we can rearrange the equation of the circle as follows:

(x - a)² + (y - b)² = r²

Expanding the square terms, we get:

x² - 2ax + a² + y² - 2by + b² = r²

Rearranging the equation to isolate the y term, we have:

y² - 2by = r² - x² + 2ax - a² - b²

Completing the square by adding (b² - r²) to both sides, we obtain:

y² - 2by + (b² - r²) = -x² + 2ax - a²

Factoring the left side as a perfect square, we have:

(y - b)² = -x² + 2ax - a² + (b² - r²)

Taking the square root of both sides, we get:

y - b = ±√(-x² + 2ax - a² + (b² - r²))

Finally, isolating y, we have:

y = ±√(-x² + 2ax - a² + (b² - r²)) + b

(ii) Given a = 2, b = 3, r = 5, and x = 5, we can substitute these values into the equation we derived in part (i). Plugging in the values, we have:

y = ±√(-(5)² + 2(5)(2) - (2)² + (3)² - (5)²) + 3

Simplifying the equation:

y = ±√(-25 + 20 - 4 + 9 - 25) + 3

y = ±√(-25)

Since the square root of a negative number is not real, there are no real y-coordinates for the given values of a, b, r, and x. Therefore, there are no points on the circle with those coordinates.

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Answer:

she receives 49 dollars for 32 hours

Answer:

j = 8m + 48 is correct

Step-by-step explanation:

You see that the y-intercept where x is equal to is 48, and after one month it increases by 8, so we have j = 8m + 48. You were correct

Step-by-step explanation:

\(\frac{120+30}{\frac{66}{1126}-8*3+17-4*4 }\)

\(\frac{-42225}{6458}\)

The inequality that is graphed on the coordinate plane is D. y ≥ -2x − 1.

An equation has to do with the statement that illustrates the variables given. In this case, it is vital to note that two or more components are considered in order to be able to describe the scenario. It is important to note that an equation is the mathematical statement which can be made up of two expressions which are connected by an equal sign.

An inequality shows the non equal comparison of two or more numbers and variables. From the graph, a dotted intersects x-axis at unit 0.5 (0.5, 0) and Y-axis at unit -1 (0, -1).

Using the points (0.5, 0) and (0, -1), hence:y - 0 = [(-1 - 0)/(0 - 0.5)](x - 0.5)y = 2x - 1.

Since the line graph is dotted and it is shaded to the left, hence it is the inequality y ≥ -2x − 1.

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If the dimensions of trapezoid JKLM are multiplied by a scale factor of f to create trapezoid J'K'L'M' "The area of trapezoid J'K'L'M' is f times the area of trapezoid JKLM." Therefore, option A is correct.

When you multiply the dimensions of a trapezoid by a scale factor, the area of ​​the resulting trapezoid is equal to the square of the scale factor multiplied by the area of ​​the original trapezoid. In this case, the scaling factor is f, so the area of ​​trapezoid J'K'L'M' is f² times the area of ​​trapezoid JKLM.

When scaling a trapezoid, the base perimeter, angle, and length can change, depending on the specific value of the scale factor and the dimensions of the original trapezoid. 

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A flow network with supplies is a directed capacitated graph where each edge has a capacity indicating the maximum flow that can pass through it. The flow in the network represents the movement of a certain resource (e.g., water, electricity, goods) from sources to sinks.

In a flow network with supplies, there may be multiple sources, which are nodes that generate the resource and have outgoing edges, and multiple sinks, which are nodes that consume the resource and have incoming edges.

The sources and sinks can have different supply or demand values, indicating the amount of resource they generate or consume.

The edges in the flow network have capacities that restrict the maximum flow that can pass through them. The capacity represents the limit on the amount of resource that can traverse the edge. The flow through an edge cannot exceed its capacity.

The objective in a flow network is to determine the maximum flow that can be sent from sources to sinks while respecting the capacities of the edges. This is typically solved using algorithms such as the Ford-Fulkerson algorithm or the Edmonds-Karp algorithm.

The concept of a flow network with supplies is important in various applications, such as transportation networks, communication networks, and supply chain management, where resources need to be efficiently distributed from multiple sources to multiple sinks, taking into account the capacity constraints of the network.

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Answer: y = -2x + 7

Step-by-step explanation:

Answer:

y= -2x+7

Step-by-step explanation:

We need to keep y on one side of the equation.

2x+y= 7

=2x     -2x

y= -2x+7

Hope this helps!