How to solve this????

Answer:

Step-by-step explanation: We can plug 2 into the equation for x:

3 - 2(4 + 2)

3 - 8 - 4

3 - 8 = -5

-5 - 4 = -9

Functions are expressed by writing a variable in terms of other variables known as the independent. The derivative of the given function is -3/(x-2)².

Given the function below;

f(x) = 3/x-2

Since it is a quotient, we can use the quotient rule to express the equation as shown:

let u = 3 and v = x -2

du/dx = 0 and dv/dx = 1

According to the rule;

dy/dx = (x-2)(0) - 3(1)/(x-2)²

dy/dx = 0-3/(x-2)²

dy/dx = -3/(x-2)²

Hence the derivative of the given function is -3/(x-2)²

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Answer:translation

Step-by-step explanation:

Answer:

neither

Step-by-step explanation:

i am goung to assume that the quarter really is just a quarter unit on the y-axis

Answer:

The line with a slope of [tex](-4)[/tex] is perpendicular to the line with a slope of [tex](1/4)[/tex] since the product of the two slopes is [tex](-1)[/tex].

Slope of [tex]8[/tex] and slope of [tex](-8)[/tex]: neither parallel nor perpendicular.

Slope of [tex]7[/tex] and slope of [tex]17[/tex]: neither parallel nor perpendicular.

The line with a slope of [tex]2[/tex] is parallel to the other line of slope [tex]2\![/tex] since the two lines have the same slope.

Step-by-step explanation:

Two lines in a cartesian plane are parallel to one another if and only if their slopes are equal. Two lines in a cartesian plane are perpendicular to one another if and only if the product of their slopes is [tex](-1)[/tex].

For example, a line with a slope of [tex]m[/tex] is parallel to another line of the same slope, [tex]m\![/tex].

Since [tex](-m)\, (1/m) = -1[/tex], a line with a slope of [tex](-m)[/tex] would be perpendicular to a line of slope [tex](1/m)[/tex].

Answer:

r=7cm

Step-by-step explanation:

the diameter (distance from one side of the circle to the opposite side) is given in the picture. the radius is 1/2 the diameter, so r=7cm

*i'm assuming the 14cm given is referring to the straight line in the circle and not the circumference

Answer:

1.93233498E244

Step-by-step explanation:

Answer:

3.14159265

Step-by-step explanation:

Answer:

14,987

Step-by-step explanation:

The quadrilateral is a parallelogram.

Properties of parallelogram,

a>The opposite sides of the parallelogram are equal and parallel.

b>parallel lines have an equal slope.

Let now find the length of the opposite side of the parallelogram

To find the length we have ,

            [tex]\sqrt{(x_{2} ^{2} -x_{1} ^{2} ) +(y_{2} ^{2}-y_{1} ^{2} )}[/tex]

(-2, 3) , (-2, 6)

Slope = 6-3/ -2+2 = infinity

Length L1 = [tex]\sqrt{(-2 + 2)^{2} + (6 - 3)^{2} }[/tex]

                = 9

(-6, -1), (-6, 2)

Slope = 2+1/ -6 + 6 = infinity

Length L2 = [tex]\sqrt{(-6 + 6)^{2} + ( 2 + 1)^{2} }[/tex]

                = 9

Therefore the given vertices are of a parallelogram, as the  length and slope are equal.

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Answer:

y = -4/3x + 12

Step-by-step explanation:

y - y1 = m (x - x1)

the y1 and x1 are where your coordinates go. The m is the slope.

So now we just plug it in.

y - (-4) = -4/3 (x - 12)

we can clean it up some more to make it into the y = mx + b format.

y + 4 = -4/3x - (-4/3)12

y + 4 = -4/3x + 16

y = -4/3x + 12

Answer:

See the table below
For n, the answer is 2n+1

Step-by-step explanation:

The number of trees in each figure represents an arithmetic sequence where the difference between subsequent figures is 2  (caled the common difference)

So the sequence is

Figure(n)    Number of Trees

1                  3
2                 5  
3                 7
4                 9  (7+2)
5                11   (9+2)

n                 2n + 1

In general, for any arithmetic sequence we can write an equation for the nth term as [tex]a_n = a_0 + d(n-1)[/tex] where [tex]a_0[/tex] is the first term and d is the common difference

So for this example, we have [tex]a_0 = 3[/tex] and d=2 giving
[tex]a_n = 3 + 2(n-1) = 3 + 2n -2 = 2n + 1[/tex]

This is

a) Both the length and the width of the rectangle are square roots of integers.

b) The length and the width of the rectangle are 6√5 units and 3√5 units, respectively.

Irrational numbers are numbers that not rational, that is, numbers that not of the form m / n, where m and n are integers and n is different of zero. Rational numbers may be integers or not.

Now, the statement indicates that the length and the width of rectangle have measures of 2 · x and x, respectively, and that the area of the rectangle is equal to 90 square units. The area formula is presented below:

90 = (2 · x) · x

90 = 2 · x²

x² = 45

x = √45

x = √(9 × 5)

x = √9 × √5

x = 3√5

a) Both the length and the width of the rectangle are square roots of integers.

b) The length and the width of the rectangle are 6√5 units (approx. 13.416 units) and 3√5 units (approx. 6.708 units), respectively.

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The 12.5  tablespoons of the spray will he need to use for 5 gallons of water.

Arithmetic is the branch of mathematics that deals with the study of numbers using various operations on them. Basic operations of math are addition, subtraction, multiplication and division. These operations are denoted by the given symbols.

Given:

For mixing a spray to kill weeds, Howard is to use 2 1/2 tablespoons for each gallon of water.

We have to find How many tablespoons of the spray will he need to use for 5 gallons of water..

According to given question we have

2 1/2 =5/2 tablespoons for each gallon of water.

5/2 tablespoons =1 gallon of water.

1 gallon of water=5/2 tablespoons

5 gallons of water=5/2*5 tablespoons

5 gallons of water=25/2 tablespoons=12.5  tablespoons

Therefore, the 12.5  tablespoons of the spray will he need to use for 5 gallons of water.

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The names of 0 employees are written on 0 cards. the cards are placed in a​ bag, and three names are picked from the bag - here simple random sampling technique was used.

Basic irregular testing can provide you with an extremely precise image of how your motto performs with the typical individual, yet it won't give you nitty gritty data about unambiguous gatherings. Utilizing straightforward irregular testing permits scientists to make speculations about a particular populace and leave out any inclination. This can assist with deciding how to settle on future choices. It has been expressed that "the rationale behind straightforward arbitrary examining is that it eliminates predisposition from the choice method and ought to bring about delegate tests".

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The picnic area is 20 inches wide in the drawing in her scale of 1 inch : 4 yards.

Unitary method is a technique for first solving the value of a single digit unit and from there we can find the value of any given unit.

According to the given question lillian drew a scale drawing of a county park. the scale she used was 1 inch : 4 yards.

The picnic area is 80 yards wide in real life.

∴ The width of the picnic area in here drawing in inches will be

= 80/4 inches.

= 20 inches.

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The correct option is A. x = 1(1/3) and y = 2(1/3) in the mixed fractions.

A system of equations is a collection of equations that all have the same variables.

Now, the given equation in the question are-

7x - y = 7      ........(equation 1)

and x + 2y = 6     ........(equation 2)

Multiplying both side of equation 1 with 2, we get

14x - 2y = 14         ........(equation 3)

Add equation 2 and 3.

x + 2y + 14x - 2y = 6 + 14

15x = 20

x = 4/3

x = 1(1/3)

Substitute the value of x in equation 1.

4/3 + 2y = 6

2y = 6 - 4/3

2y = 14/3

y = 7/3

or y = 2(1/3)

Therefore, the values for variables x and y are calculated as:

x = 1(1/3) and y = 2(1/3).

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The area of triangle HIJ is 7 square units.

Given that, the vertices of triangle HIJ are H(-9,-8), I(-5,-5), and J(-7,-3) respectively. By using the vertices of triangle HIJ we have to evaluate its area in square units. So, let's procced to solve the question.

Area of ΔHIJ = 1/2|x₁(y₂-y₃)+x₂(y₃-y₁)+x₃(y₁-y₂)|

So, x₁ = -9, x₂ = -5, x₃ = -7 and y₁ = -8, y₂ = -5, y₃ = -3

Put all the listed values in the formula of area of triangle HIJ.

By using the above formula, we get

=1/2|-9(-5+3)+(-5)(-3+8)+(-7)(-8-(-5))|

=1/2|-9(-2)-5(5)+(-7)(-3)|

=1/2|18-25+21|

=1/2|14|

= 1/2 x 14

= 7

Therefore, the area of triangle HIJ is 7 square units.

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If the median of 6 consecutive integers is 9, the largest number is equal to 8.5.

Given the following data:

In Mathematics, a median can be defined as the middle number (center) of a sorted data set, which is when the data set is arranged in from the greatest to least or the least to greatest.

In Mathematics, the median of a data set is generally considered to be a better measure of center than the mean when there's an outlier in the data set.

For the largest number, we have:

Since consecutive integers must follow each other sequentially with a difference of 1, so the largest number is given by:

Largest number = Median + (n - 1)/2

Substituting the given parameters into the formula, we have;

Largest number = 6 + (6 - 1)/2

Largest number = 6 + (5)/2

Largest number = 6 + 2.5

Largest number = 8.5.

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The simplified expression for the area of the given rectangle is 12x + 40

As per the given figure:

The length of the rectangle given in the question: 3/5x + 2

The breadth of the rectangle given in the question: 20

The formula for the area of a rectangle is given by:

Area of rectangle  = Length of the rectangle * Breadth of the rectangle

Area of rectangle  = (3/5x +2)*20

=(3x + 10)/5 * 20

= (3x + 10) * 4

= 12x + 40

Area of rectangle  = 12x + 40

So, the simplified expression for the area of the rectangle with the given length and breadth is 12x + 40

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We want to find the value of t such that the area to the left of −|t| plus the area to the right of |t| equals 0.1.

That is level of significance (α) = two-tail area = 0.1

what is a level of significance in research?

The significance stage (also called kind I mistakes rate or the extent of statistical importance) refers back to the chance of rejecting a null hypothesis that is in truth true. This amount stages from 0 (0.0) to at least one (1.zero) and is generally denoted through the Greek letter alpha (a).

What are the three levels of significance?

commonplace importance stages are 0.10 (1 risk in 10), 0.05 (1 risk in 20), and zero.01 (1 hazard in one hundred). The result of a speculation check, as has been seen, is that the null hypothesis is both rejected or now not.

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Answer:

Step-by-step explanation:

Expression given:

Find its value when g = 10:

the correct solution for the equation is 4.5

Answer:

evaluating a function means finding the value of f(x) or f(y).......

Answer:

replace all the x variables with whatever x has been assigned

Step-by-step explanation:

evaluating a function means finding the value of f (x) = or y equals that corresponds to a given value of x to do this simply replace all the x variables with whatever x has been assigned for example if we are asked to evaluate f (4) then x has been assigned the value of 4

If Six bells commence tolling together and toll at intervals of 2, 4, 6, 8 10, and 12 seconds respectively and toll together at 11:00, then they will toll together again at 11:02.

Least common multiple abbreviated as LCM is used to determine the time at which the six bells will toll together again.

The least common multiple of two or more numbers is the smallest number that is a multiple of those numbers.

The least common multiple of 2, 4, 6, 8, 10, and 12 can be found by prime factorization.

Prime factorization of :

2 = 2^1

4 = 2 x 2 = 2^2

6 = 2 x 3

8 =  2^3

10 = 2 x 5

12 = 2 x 2 x 3 = 2^2 x 3

The least common multiple can be calculated by the multiplication of the prime factors raised to their highest power.

Therefore,

LCM = (2^3) (3) (5) = 120

Hence the bells will toll together again after 120 seconds

As 120 seconds = 2 minutes

Therefore, the time at which they will toll together again is calculated to be 11:02.

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The value of m ∠ F L H is 57°

From the information given, we have that

m ∠ F L G and m ∠ H L G are congruent angles

Note that congruent angles are angles are equal or equivalent to each other

Given that;

Equate the expression for both angles

14x + 5 = 17 x − 1

collect like terms

14x - 17x = -1 - 5

Subtract like terms

-3x = -6

Make 'x' the subject of formula

-3x/-3 = -6/-3

x = 2

But we know that;

m ∠ F L G = ( 14 x + 5 ) = 14(2) + 5 = 28 + 5= 33°

m ∠ F L H = 90 - 33 = 57°

Thus, the value of m ∠ F L H is 57°

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685.8 feet

Sea level is a reference to elevation of the ocean or land interface called the shoreline.

Land that is above this elevation is higher than sea level and lower is below sea level.

The bottom of the canon is at 51 3/10 below the sea level which is also written as -51 3/10 ……(1)

The nest is at 737 1/10 feet above the sea level so it is expressed as

737 1/10  ….(2)

To find the distance between the bottom of the canyon and the bird’s nest we subtract (2) from (1)

737.1 – 51.3

= 685.8 feet

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Distance, D = 5,760,000/2,160 = 2666.67 (approx)

The Excel DATE/TIME capabilities include the TIME Function. We can construct a time using distinct hour, minute, and second components with the aid of TIME.

We might want to date a report while performing financial analysis. In these circumstances, TIME can be used to transform a text string into a format that indicates the time in decimal form. Additionally, the function can be used to combine different values into a single time value.

formula= TIME (hour, minute, second)

distance = rate X time

D = RT

T = D/R

20 feet per second = 1200 feet per minute

16 feet per second = 960 feet per minute

[of minutes to flowerbed] + 14 minutes + [of minutes back to hive] = 19 minutes

(D/R) + 14 + (D/R) = 19

(D/R) + 14 + (D/R) = 19

(D/1200) + 14 + (D/960) = 19, This is the equation we can use to find the distance from the flowerbed to the​ hive.

(D/1200) + (D/960) = 5

(D(1200)(960))/1200 + (D(1200)(960))/960 = 5(1200)960

960D + 1200D = 5(1200)960

2,160D = 5,760,000

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According to the circle graph, doing well in school is a problem that affects B. 1,400,000 high school teenagers.

The circle graph shows that 12% of high school students have the problem of doing well in school.

In actual numbers, this is:

= 12% x number of high school teenagers

Solving gives:
= 12%  x 14,054,077

=  1,686,489 students

= 1,400,000 approximate

In conclusion, option B is correct.

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