whats the sum of the numbers in the 15th row of pascals triangle

Answer:

The purpose of advertising is to inform the consumers about their product and convince customers that a company's services or products are the best, enhance the image of the company, point out and create a need for products or services, demonstrate new uses for established products, announce new products and programs.

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)

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.

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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

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Answer:

$3,780

Step-by-step explanation:

27*140=3780

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 :

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 :

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Answer: -12

Step-by-step explanation:

First, multiply the numbers. -3 (-2) = 6 because a negative times a negative is a positive.

Then, multiply 6(-2) = -12 because a negative times a positive is a negative.

Therefore, the answer is -12.

Answer:

B

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Trust me I even used an algebra calculator.

Answer:

Step-by-step explanation:

Step one:

The initial amount that Tony has= $1000

final amount =$760

amount spent= 1000-760= $240

time taken is 4 months

Step two:

Required:

the rate of spending

we know that rate= quantity/time

rate= 240/4

rate= $60 per month

Hence Tony's amount is changing at $60 monthly

Answer: -60

Step-by-step explanation:

Answer:

The equation is:  9x-y = 56

Step-by-step explanation:

Given two point:  (x,y) = (-6,2)

                            (x,y) = (4,-3)

Now, to find the slope of the line:

Slope =   y1-y2/x1-x2  => 2-4/-6-(-3) = -1/9

Then, the equation of the line passing through a point:

=>   y-y1 = m(x-x1)

=>   y-2 =  -1/9(x-6)

=>  1(y-2) = -9(x-6)

=>  y-2 = -9x+54

=>  9x-y = 56

Answer:

0.8

Step-by-step explanation:

i believe it would be 56/7000 and you multiply your answer 0.008 by 100 so 0.8 had a mild reaction

Answer:

0.8%

Step-by-step explanation:

Think of it as a fraction: 56/7,000. To get a percent you want to simplify the denominator to 100. Then what you do to the denominator, you must do to the numerator, so simplify 56 by the number you simplified 7,000 to get to 100. Then you will have your answer of 0.8%.

The growth factor of the painting is 0.12

"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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#SPJ3

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.

Answer: the answer would be a-y=0.25x+6.5

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:

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°

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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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:

Answer:

288

Step-by-step explanation:

4*7=24

24*12=288

how Is this not 20 characters

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

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

Answer: x=1 y=-3

just look where the line touches mane

Answer:Ascending Height : 36,500 feet Descending Height : 14,600 feet

Step-by-step explanation:

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

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)

Answer:

h=80

Step-by-step explanation:

Answer:

H=80

Step-by-step explanation:

15 divided by 5 equals 3, so that means H divided by 5 equals 16. Flip it so your doing 16*5=80.

Answer:

The answer is 3.16666667 its simple u just divide 95 by 30

Step-by-step explanation:

Answer:

3.06451613

Step-by-step explanation:

You divide 95 by 31 to get 3.06441613

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.

yes it is, 700 is greater than 10.

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:

25 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:

36 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:

16 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.