Answer: D
Step-by-step explanation: Edge
Answer:
It is D i think.
Please help someone last one
Answer:
a in table → b on number line
b in table → c on number line
c in table → a on number line
Step-by-step explanation:
Here, we see the points are square roots. A square root of a number is a value, that when multiplied by itself, gives the number. For example, 4 × 4 = 16, so the square root of 16 is 4.
We can apply this logic easily by simplifying the square root, or multiplying integers with each other (aka "squaring" the integers) and seeing which result is closest to the value inside the square root.
Simplifying the square root won't help here, if we don't know basic values such as √3 or √2. So, we can just multiply an integer with itself and see if that value is closer to the value inside the square root.
For point a, we see the number inside the root is 27. We can start multiplying:
1×1 = 12×2 = 43×3 = 94×4 = 165×5 = 256×6 = 3625 is the closest value to 27 here. So, we know the point is somewhere around 5, and since 27 is slightly larger than 25, the point is slightly larger than 5. So, point a in the table is most likely point b on the number line.
For point b, we see the number inside the root is 32. We can start multiplying:
1×1 = 12×2 = 43×3 = 94×4 = 165×5 = 256×6 = 3636 is the closest value to 32 here. So, we know the point is somewhere around 6, and since 32 is smaller than 36, the point is lesser than 6. So, point b in the table is most likely point c on the number line.
For point c, we see the number inside the root is 16. We can start multiplying:
1×1 = 12×2 = 43×3 = 94×4 = 1616 is right on the dot! That means that the square root of 16 is 4, which leaves us with point a on the number line.
What is the remainder when 19x^2 + 15x + 12 is divided by x - 2?
Answer:
R = 118
Step-by-step explanation:
Given
Represent the polynomial with P and the divisor with D
[tex]P = 19x^2 + 15x + 12[/tex]
[tex]D = x -2[/tex]
Required
Determine the remainder
We start by equating the divisor to 0
i.e.
[tex]D = 0[/tex]
[tex]x - 2 = 0[/tex]
[tex]x = 2[/tex]
Substitute 2 for x in the polynomial.
This gives remainder (R)
[tex]R = 19*2^2 + 15*2 + 12[/tex]
[tex]R = 19*4 + 15*2 + 12[/tex]
[tex]R = 76 + 30 + 12[/tex]
[tex]R = 118[/tex]
Hence, the remainder is 118
Sharise Brody folds and glues corrugated cardboard boxes at the rate of $0.57 per box. If she averages 40 boxes per hourhow much is her average hourly pay?
Answer:
she makes $22.80 a day
Step-by-step explanation:
since she makes $0.57 per box and averages at 40 boxes a day, we multiply 40 and 0.57. 40 x 0.57 = 22.8, or $22.80.
hope this helped!
pls help me with long division
86÷3 =
*The divisor is 3 and the dividend is 86
First step: How many 3's can fit into 8? (8÷3)
8÷3 = 2 r 2
Second step: add a 2 above the eight in the tens place of the answer.
86÷3 = 2_
Third step: multiply 3 x 2; 3 x 2 = 6;
In this step, we put a 6 underneath the 8.
Fourth step: Subtract.
In this step, we subtract 8-6 (=2)
Fifth step: bring down the next number. In this case, it is 6.
In this step, we now have the number 26.
Sixth step: How many 3's can fit into 26? (26÷3)
26÷3 = 8 r 2
Last step: Now put an 8 in the one's place and now we have a remaining 2. That is called the remainder. We put the remainder and represent it as "r". We put r2.
I hope this was easy for you to understand!
Answer:
Step-by-step explanation:
2 8 R2
3[tex]\sqrt{86[/tex]
- 6
-------------
26
- 24
-----------
0 2
MArking people as BRAINLIST only answer if you know
Answer:
Quad 4!
Hope I helped!
~PumpkinSPice1
Write the null and alternative hypotheses in words and then symbols for each of the following situations.
a. A tutoring company would like to understand if most students tend to improve their grades (or not) after they use their services. They sample 200 of the students who used their service in the past year and ask them if their grades have improved or declined from the previous year.
b. Employers at a firm are worried about the effect of March Madness, a basketball championship held each spring in the US, on employee productivity. They estimate that on a regular business day employees spend on average 15 minutes of company time checking personal email, making personal phone calls, etc. They also collect data on how much company time employees spend on such non-business activities during March Madness. They want to determine if these data provide convincing evidence that employee productivity changed during March Madness.
Answer:
A) the hypothesis in words and symbols are;
Null hypothesis: Grades have not improved for most students
Alternative hypothesis: Grades have improved for most students
Null hypothesis; H0: p^ = 0.5
Alternative hypothesis; Ha: p^ > 0.5
B) Null hypothesis: During march madness, employees averaged 15 minutes per day on non - business activities
Alternative hypothesis: During march madness, employees averaged more than 15 minutes per day on non-business activities
Null hypothesis; H0: μ = 15
Alternative hypothesis; Ha: μ > 15
Step-by-step explanation:
A) We are told that they sampled 200 of the students who used their service in the past year and ask them if their grades have improved or declined from the previous year. Thus, there will be a 50% chance of success for their grades to have improved and a 50% chance for it to remain the same.
Thus; p^ = 0.5
So the hypothesis in words and symbols are;
Null hypothesis: Grades have not improved for most students
Alternative hypothesis: Grades have improved for most students
Null hypothesis; H0: p = 0.5
Alternative hypothesis; Ha: p > 0.5
B) We are told that they estimate that on a regular business day employees spend on average 15 minutes of company time checking personal email, making personal phone calls, etc
Also, They also collect data on how much company time employees spend on such non-business activities during March Madness.
The hypotheses in words and symbols are;
Null hypothesis: During march madness, employees averaged 15 minutes per day on non - business activities
Alternative hypothesis: During march madness, employees averaged more than 15 minutes per day on non-business activities
Null hypothesis; H0: μ = 15
Alternative hypothesis; Ha: μ > 15
The Null hypothesis is the initial truth which we would like to counter using the alternative hypothesis. The Null and Alternative hypothesis for the given situation are :
1.)
Null hypothesis : There have been no change in the grade obtained by the students.
Alternative hypothesis : The grade obtained by the students have improved as students now attain better grades after attending the tutoring class
Using symbol :
[tex] H_{0} : \hat {p} = 0.5 [/tex][tex] H_{1} : \hat {p} > 0.5 [/tex]2.)
Null hypothesis : There is no change in the productivity of employees during the period as the amount of time spent on non-business activities remains the same.
Alternative hypothesis : There is a change in productivity has employees spend more than 15 minutes engaging on non-business activities.
Using symbol :
[tex] H_{0} : μ ≤ 15 [/tex][tex] H_{1} : μ > 15 [/tex]Learn more : https://brainly.com/question/16819441
1. If 27.4578 is increased by 9.3456, what is the answer?
A. 36.8124
B. 35.8024
C. 36.8034
D. 35.8124
Answer:
36.8034
not sure.....
Help !! Will mark brainlest !!
A flowering plant stands 6.5 inches tall when its placed under a growing light. Its growth is 0.25 inches per day. Which of the following equations represents this situation?
A- y=0.25x+6.5
B- y=6.5x+0.25
C- y= -0.25x+6.5
D- y= - 6.5x+0.25
Answer: the answer would be a-y=0.25x+6.5
Which of these expressions is the simplified form of the expression (Sin(x)/1-cos^2(x)) tan(x/2)?
Edge 2020
Answer:C
1/1+cos(x)
Step-by-step explanation:
Simplifird form of the given trigonometric expression will be,
[sinx / (1 - cos²x)] × tan(x/2) = 1 /(1 + cosx)
Simplification of a trigonometric expression:
Given expression in the question,
[tex]\frac{\text{sinx}}{1-\text{cos}^2x}\times \text{tan}(\frac{x}{2})[/tex]
= [tex]\frac{\text{sinx}}{\text{sin}^2x}\times \text{tan}(\frac{x}{2} )[/tex]
= [tex]\frac{1}{\text{sin}x}\times \frac{\text{sin}(\frac{x}{2})}{\text{cos}(\frac{x}{2} )}[/tex]
= [tex]\frac{1}{\text{2sin}\frac{x}{2}\text{cos}(\frac{x}{2} ) }\times \frac{\text{sin}(\frac{x}{2})}{\text{cos}(\frac{x}{2} )}[/tex]
= [tex]\frac{1}{\text{2cos}^2{\frac{x}{2} }}[/tex]
Use the identity → ([tex]2\text{cos}^2x=1+\text{cosx}[/tex])
= [tex]\frac{1}{1+\text{cos}x}[/tex]
Hence, [tex]\frac{\text{sinx}}{1-\text{cos}^2x}\times \text{tan}(\frac{x}{2})=\frac{1}{1+\text{cosx}}[/tex] will be the answer.
Learn more to simplify the trigonometric expressions here,
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1. Petra works as a delivery person for a restaurant. The graph shows a linear model for her
delivery times on different days.
Petra's Deliveries
Delivery time (min)
Time (days)
(a) Label the two points on the graph. (Hint: ( D]
(b) What is the slope of the line? Show your work.
(c) Write the equation of the line in point slope form? Show your work.
Answer: The points are, the top left one, (21,3) and the one on the bottom is (6, 12)
Step-by-step explanation: For the slope, we label one of the points, with y or x. For example, (21, 3) we would label 21 either y1 or x1. Say we put y2, then 3 would be x2. Moving on, (6,12) this time we could label 6 as either y1 or x1. Same thing, but this time we are going to label 6 as y1 and 12 x1. Again, it’s DOES NOT matter what you label them as.
Now to solve it, remember y numbers always go on top! M which is slope. M = y2 - y 1 / x2 - x 1 or with the numbers M = 21 - 6 / 12 - 3 = 15/9 simplified = 5/3
Answer:
The points are, the top left one, (21,3) and the one on the bottom is (6, 12)
Step-by-step explanation: For the slope, we label one of the points, with y or x. For example, (21, 3) we would label 21 either y1 or x1. Say we put y2, then 3 would be x2. Moving on, (6,12) this time we could label 6 as either y1 or x1. Same thing, but this time we are going to label 6 as y1 and 12 x1. Again, it’s DOES NOT matter what you label them as.
Now to solve it, remember y numbers always go on top! M which is slope. M = y2 - y 1 / x2 - x 1 or with the numbers M = 21 - 6 / 12 - 3 = 15/9 simplified = 5/3
Step-by-step explanation:
9y - 36 simplified or expanded
Answer:
simplified
Step-by-step explanation:
look this is mad easy the answer is simplified because since there is no equal sign you dont need to find the value of y.
Find the area of each square. Each grid square represents 1 square unit.
PLEASE HELP!
Identify the y-intercept and zeros of
y = x^4 - 9x^2 - 36
Algebraically
Answer:
Our y-intercept is (0, -36).
Our real zeros are: (-2√3, 0) and (2√3, 0)
And our imaginary zeros are: (i√3, 0) and (-i√3, 0)
Step-by-step explanation:
We have the function:
[tex]y=x^4-9x^2-36[/tex]
Let's identify the y- and x-intercepts.
Y-Intercept:
To determine the y-intercept, we will substitute 0 for x and solve for y. So:
[tex]y=(0)^4-9(0)^2-36[/tex]
Evaluate:
[tex]y=-36[/tex]
Therefore, our y-intercept is at (0, -36).
X-Intercepts:
To determine our x-intercepts, we need to substitute 0 for y and solve for x. So:
[tex]0=x^4-9x^2-36[/tex]
Now, we can factor. Before doing so, we can make the factored easier to see by converting this into quadratic form. Let's let u=x². Then:
[tex]0=(u^2)^2-9(x^2)-36[/tex]
Substitute:
[tex]0=u^2-9u-36[/tex]
Now, let's factor. We can use -12 and 3. So:
[tex]0=u^2+3u-12u-36 \\ 0=(u(u+3)-12(u+3)) \\ 0=(u-12)(u+3)[/tex]
Now, we can substitute back u:
[tex]0=(x^2-12)(x^2+3)[/tex]
Zero Product Property:
[tex]x^2-12=0\text{ or } x^2+3=0[/tex]
Solve for x in each case:
[tex]x^2=12 \text{ or } x^2=-3[/tex]
Take the square root of both sides. Since we're taking an even root, we will need plus/minus. Therefore:
[tex]x=\pm\sqrt{12}=\pm2\sqrt{3}\text{ or } x=\pm\sqrt{-3}=\pm i\sqrt{3}[/tex]
Therefore, our zeros (both real and imaginary) are: (2√3, 0), (-2√3, 0), (i√3, 0), and (-i√3, 0)
The use of performance materiality should:_____________.A. reduce the probability that the sum of immaterial and/or undetected misstatements in the financial statements is greater than materiality for the financial statements as a whole.B. increase the probability that the sum of immaterial and/or undetected misstatements in the financial statements is greater than materiality for the financial statements as a whole.C. reduce the probability that the sum of immaterial and/or undetected misstatements in the financial statements is less than materiality for the financial statements as a whole.D. increase the probability that the sum of immaterial and/or undetected misstatements in the financial statements is less than materiality for the financial statements
Answer:
C. reduce the probability that the sum of immaterial and/or undetected misstatements in the financial statements is less than materiality for the financial statements as a whole.
Step-by-step explanation:
This is the likely answer going by the relationship between the undetected misstatement and the materiality for the financial statements.
three consecutive terms in a geometric sequence are r ,r+4, and r+6 in that order. Determine the value of r.
9514 1404 393
Answer:
r = -8
Step-by-step explanation:
The terms of a geometric sequence have a common ratio, so we have ...
[tex]\dfrac{r+4}{r}=\dfrac{r+6}{r+4}\\\\1+\dfrac{4}{r}=1+\dfrac{2}{r+4}\\\\4(r+4)=2(r)\qquad\text{subtract 1, cross multiply}\\\\2r=-16\qquad\text{subtract $2r+16$}\\\\\boxed{r=-8}\qquad\text{divide by $2$}[/tex]
_____
Then the terms of the sequence are ...
-8, -4, -2, ...
and the common ratio is 1/2.
Answer: r = -8
Step-by-step explanation:
19. Theodore purchased a vintage painting from an art dealer worth $480. The dealer noted that the value of the painting will increase by 12 percent per year. What is the growth factor of the
painting?
All changes
12
480
0.12
1.12
The growth factor of the painting is 0.12
What is percent?"It is a ratio that can be expressed as a fraction of 100."
For given question,
The value of the painting will increase by 12 percent per year.
The 12% in decimal form,
[tex]=12\times \frac{1}{100}\\\\ =0.12[/tex]
So the growth factor of the painting is 0.12
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8.91 divided by 5 dividing with decimal
Answer:
1.782
Step-by-step explanation:
8.91 ÷ 5= 1.782
Answer: 1.782
Step-by-step explanation:
Divide 8.91 by 5
1.782
What is the length of segment DF?
B
4/28
1
68°
C
2
А A
2
3
8
4
68°
28°
F
5
Type your answer.
Answer:
DF = 17.12
Step-by-step explanation:
From the picture attached,
From ΔABC and ΔEFD,
m∠ABC = m∠EFD = 28°
m∠BAC = m∠EDF = 68°
By AA property of similarity, ΔABC and ΔEFD will be similar.
And their corresponding sides will be proportional.
[tex]\frac{AB}{EF}=\frac{BC}{DF}=\frac{AC}{ED}[/tex]
[tex]\frac{4}{EF}=\frac{BC}{DF}=\frac{2}{8}[/tex]
[tex]\frac{4}{EF}=\frac{1}{4}[/tex]
EF = 16
Now by applying cosine rule in ΔDEF,
DF² = ED² + EF² - 2(ED)(EF)cos(E)
DF² = 8² + (16)² - 2(8)(16)cos(84)°
DF² = 320 - 26.76
DF = √(293.24)
DF = 17.12
Jason family donated 12 cases of soup for the schools food drive. Each case had four rows with six cans of soup in each row. how many cans of soup did Jason's family donate in all?
Answer:
288
Step-by-step explanation:
4*7=24
24*12=288
how Is this not 20 characters
in alana's math class there are 12 boys to 13 girls what is the ratio of boys to girls
Answer:
12:13
Step-by-step explanation:
The ratio of x to y is x:y
12 boys : 13 girls = 12:13
PLS GIVE BRAINLIEST
x-intercept=? y-intercept=? What is the slope?
Answer: x=1 y=-3
just look where the line touches mane
Which set of statements explains how to plot a point at the location
(-33.-2)
Start at the origin. Move 3 units right because the x-coordinate is - 3
3.
-3-3
is between 3 and 4. Move 2 units dow
A because the y-coordinate is -2.
Start at the origin. Move 3 units down because the x-coordinate is 3.1.-3 is between -3 and -4. Move 2 units
left because the y-coordinate is -2.
O Start at the origin. Move 3 units down because the x-coordinate is -3
-3.7.-3
2 is between -3 and -4. Move 2 units
right because the y-coordinate is -2.
Start at the origin. Move 3 units left because the x-coordinate is -3
-35-3 is between -3 and -4. Move 2 units
down because the y-coordinate is -2.
Answer:
last one or d
Step-by-step explanation:
Lets test these statements. 1 is incorrect. 2 is incorrect 3 is incorrect 4 is correct.
The answer is the last one
A school district wants to find out why dropout rates were lower at some schools rather than others. What statistical approach would be most appropriate?A) A regression with dropout rates as the independent variableB) A regression with dropout rates as the dependent variableC) A hypothesis test with a null hypothesis that the dropout rate is more than the highest dropout rateD) A confidence interval with the expected dropout rate as the meanE) A hypothesis test with a null hypothesis that the dropout rate is less than or equal to the highest dropout rate
Answer:
E) A hypothesis test with a null hypothesis that the dropout rate is less than or equal to the highest dropout rate
Step-by-step explanation:
The hypothesis test is the type of test that helped a scientist to determine the relationship between two variables-one constant independent variable and an dependent variable. For the dropout rates in the different schools, it would be better to use the hypothesis test for the evaluation.
Given that 3x – tan y = 4, what is dy/dx in terms of y?
Answer:
[tex]\frac{dy}{dx}[/tex] = 3 cos² y ⇒ B
Step-by-step explanation:
∵ 3x - tan(y) = 4
∵ The differentiation of tan(y) with respect to x is sec² y · dy/dx
∵ The differentiation of 3x with respect to x is 3
∵ the differentiation to 4 with respect to x is 0
∴ d/dx [3x - tan(y) = 4] is 3 - sec² y · dy/dx = 0
∵ 3 - sec²(y) · dy/dx = 0
→ Subtract 3 from both sides
∴ - sec² y · dy/dx = -3
→ Divide both sides by -1
∴ sec² y · dy/dx = 3
→ Divide both sides by sec²(x)
∴ [tex]\frac{dy}{dx}=\frac{3}{sec^{2}y}[/tex]
→ Remember [tex]\frac{1}{secy}[/tex] = cos y
∵ [tex]\frac{1}{sec^{2}y}[/tex] = cos² y
∴ [tex]\frac{3}{sec^{2}y}[/tex] = 3 cos² y
∴ [tex]\frac{dy}{dx}[/tex] = 3 cos² y
dy/dx of 3x – tan y = 4 in terms of y is;
dy/dx = 3cos²y
We are given;
3x - tan y = 4
Let's differentiate in terms of y to get;
3 - sec²y(dy/dx) = 0
This is because the derivative of tan y in terms of y is sec²y(dy/dx).
Thus, using addition property of equality, we have;
3 = sec²y(dy/dx)
Now, in trigonometric ratios;
sec y = 1/cos y
Thus;
sec²y = 1/cos²y
Therefore;
3 = (1/cos²y) (dy/dx)
Thus;
dy/dx = 3cos²y
Read more at; https://brainly.com/question/103282
In timed pls help
To find this product, Julissa first multiplied 83 x 49.
0.83 x 0.49 = 4067
Where should she place a decimal point in the final product
O Before the 4
O after the 4
O after the 0
O before the 7
Answer:
that guys answer is right thx and have a god day :)
Step-by-step explanation:
Yolanda is making a banner for a school pep rally. She cuts fabric in the shape of a parallelogram. The angle at the bottom-left corner measures 80°.
A parallelogram is shown. The top left angle is x degrees and the bottom left angle is 80 degrees.
What is the value of x?
40
50
100
160
Answer:
X=100
Step-by-step explanation
you gotta get to 180 so add that hunid
The value of x in the parallelogram described is: C. 100°
How do You Find Angles of a Parallelogram?In a parallelogram, opposite angles are congruent, adjacent or consecutive angles are supplementary.
x degrees and 80 degrees are consecutive angles in the parallelogram described.
Therefore:
x + 80 = 180
x = 180 - 80
x = 100°
Therefore, the value of x in the parallelogram described is: C. 100°
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Helpppppp please due today
Answer:
Y=-2x+5 (3 or C)
Step-by-step explanation:
Replace the value of x
Y= -2x(-1)+5
Solve
Y= 2+5
Y= 7
Erica makes $27 an hour how much does ahe make in 140 hours
Answer:
$3,780
Step-by-step explanation:
27*140=3780
If an object moves in a straight line with position function s = f(t), then the average velocity between t = a and t = b is
f(b) − f(a)/b − a
and the velocity at t = c is f '(c). Thus the Mean Value Theorem tells us that at some time t = c between a and b the instantaneous velocity f '(c) is equal to the average velocity. For instance, if a car traveled 150 km in 2 hours, then the speedometer must have read km/h at least once.
In general, the Mean Value Theorem can be interpreted as saying that there is a number at which the instantaneous rate of change is equal to the average rate of change over an interval.
Answer:
75 km/hr
Step-by-step explanation:
So, if a car travels 150 km in 2hours.
Then;
f(t=0) = 0
f(t = 2 hours) = 150 km
Therefore;
f'(c) (speedometer reading) = f(t=2)-f(t=0)/(2-0)
f'(c) (speedometer reading) = 150/2 km/hr
f'(c) (speedometer reading) = 75 km/hr
If a quadratic polynomial has an absolute minimum at (-3,-5), what is the range of the polynomial?
Answer:
range: (-5, ∞)
domain: (-∞, ∞)
Step-by-step explanation:
given vertex, absolute minimum: (-3, -5)
Range look at y-value
(minimum, maximum) the -5 will be on the left of the comma b/c its the min
If this was a max, you would put the y-value on the right side of the comma