Answer:
We meet again
Step-by-step explanation:
When a rectangle is dilated by a scale factor k, the length and width of the rectangle are both multiplied by k. In this case, the length of the rectangle is being dilated by a scale factor of 5. So the length of the rectangle after the dilation will be 20 * 5 = **100 meters**.
At 2 pm, the temperature was -9 degrees. If the temperature drops 8 degrees, what is the new temperature?
Answer:
At 2 pm, the temperature was -9 degrees. If the temperature drops 8 degrees, what is the new temperature?
Step-by-step explanation:
sorry I can't delete it
Answer:
-15
Step-by-step explanation:
-7 Dropping 8 would be -15 because 8+7 is 15 but its negative so its -15 (im terrible at explaining)
If the mode of the data 2,3,3,5,7,7,6,5, x and 8 is 3. Then what is the value of 'x'.
Answer:
x = 3
Step-by-step explanation:
Given that,
The mode of the data 2,3,3,5,7,7,6,5, x and 8 is 3.
We need to find the value of x.
We know that, Mode is the number in a data with Max frequency. x can be 3 or 7. If x = 7, mode becomes 7 and if x = 3, mode equals 3.
Hence, the value of x is equal to 3.
Use the four-step process to find f'(x) and then find f'(1), f'(2), and f'(3). f(x) = -x² + 4x-9 f'(x) =
The derivative of f(x) = -x² + 4x - 9 is f'(x) = -2x + 4. Evaluating f'(x) at x = 1, 2, and 3 gives f'(1) = 2, f'(2) = 0, and f'(3) = -2. To find the derivative of the function f(x) = -x² + 4x - 9, we will use the four-step process.
After applying the process, we obtain the derivative f'(x) = -2x + 4. Evaluating this derivative at x = 1, x = 2, and x = 3 gives us f'(1) = 2, f'(2) = 0, and f'(3) = -2.
The four-step process involves the following steps:
1. Begin by applying the power rule, which states that the derivative of [tex]x^n[/tex] is [tex]nx^{(n-1)[/tex], where n is a constant. In this case, we have -x², so the derivative becomes -2x.
2. Apply the power rule to the next term, which is 4x. The derivative of 4x is 4.
3. Since -9 is a constant term, its derivative is zero.
4. Combine the derivatives obtained in steps 1, 2, and 3 to find the overall derivative of the function f(x). In this case, f'(x) = -2x + 4.
To find the values of f'(1), f'(2), and f'(3), we substitute the corresponding values of x into the derivative function.
When x = 1, f'(1) = -2(1) + 4 = 2.
When x = 2, f'(2) = -2(2) + 4 = 0.
When x = 3, f'(3) = -2(3) + 4 = -2.
Therefore, the derivative of f(x) is f'(x) = -2x + 4, and the values of f'(1), f'(2), and f'(3) are 2, 0, and -2, respectively.
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multiply
12 times 1/3?
Answer:
4
Step-by-step explanation:
12(1/3)
so it is just 12/3 which is 4
Hope that helps :)
What is the probability of rolling a number less than 4 on a number cube labeled 1 trough 6?!
Answer:
3/6
Step-by-step explanation:
1 2 and 3 are less than 4 so only 3 numbers
at traget a 5 pack of gaterade cost 8.78 how much would 21 packs of gatorade cost
Answer:
21 packs of gatorade would cost $36.88.
Step-by-step explanation:
Mathematically:
8.78 / 5 = 1.756
1.756 * 21 = 36.876 ~= $36.88
If x=(y+2)^2 and y= -7 then what is the value of x
Answer:
25
Step-by-step explanation:
(y+2)^2=x
(-7+2)^2=x
(-5)^2=x
(-5)(-5)=x
25=x
Hope that helps :)
Answer:
x=25
Step-by-step explanation:
Plug it innnn plug it innnn
Write a Matlab code to solve the following problems. 1-use Bisection Method x3 + 4x2 - 10 = 0 for x = [0,5] x3 - 6x2 + 10x - 4 = 0 for xe [0,4] 2-Use Newton Method x3 + 3x + 1 = 0 for x = (-2,0] 3-Use fixed point Method x3 - 2x - 1 = 0 for x E (1.5,2] 4-Use secant Method 1-2e -* - sin(x) = 0 for x € (0,4] 2-x3 + 4x2 - 10 = 0 for x € [0,4]
a) Bisection Method MATLAB code for equation [tex]x^3 + 4x^2 - 10 = 0[/tex] in the interval [0,5]:
function root = bisection_method()
f = [tex]x^3 + 4*x^2 - 10[/tex];
a = 0;
b = 5;
tol = 1e - 6;
while (b - a) > tol
c = (a + b) / 2;
if f(c) == 0
break;
elseif f(a) * f(c) < 0
b = c;
else
a = c;
end
end
root = (a + b) / 2;
end
b) Bisection Method MATLAB code for equation [tex]x^3 - 6x^2 + 10x - 4 = 0[/tex] in the interval [0,4]:
function root = bisection_method()
f = [tex]x^3 - 6*x^2 + 10*x - 4[/tex];
a = 0;
b = 4;
tol = 1e-6;
while (b - a) > tol
c = (a + b) / 2;
if f(c) == 0
break;
elseif f(a) * f(c) < 0
b = c;
else
a = c;
end
end
root = (a + b) / 2;
end
c) Newton's Method MATLAB code for equation [tex]x^3 + 3x + 1 = 0[/tex] in the interval (-2,0]:
function root = newton_method()
f = [tex]x^3 + 3*x + 1[/tex];
df = [tex]3*x^2 + 3[/tex];
[tex]x_0[/tex] = -1;
tol = 1e-6;
while abs(f([tex]x_0[/tex])) > tol
[tex]x_0 = x_0 - f(x_0) / df(x_0)[/tex];
end
root = [tex]x_0[/tex];
end
d) Fixed-Point Method MATLAB code for equation [tex]x^3 - 2x - 1 = 0[/tex] in the interval (1.5,2]:
function root = fixed_point_method()
g = [tex](x^3 - 1) / 2[/tex];
[tex]x_0 = 2[/tex];
tol = 1e-6;
while abs([tex]g(x_0) - x_0[/tex]) > tol
[tex]x_0 = g(x_0)[/tex];
end
root = [tex]x_0[/tex];
end
e) Secant Method MATLAB code for equation 1 - 2*exp(-x) - sin(x) = 0 in the interval (0,4]:
function root = secant_method()
f = 1 - 2*exp(-x) - sin(x);
[tex]x_0[/tex] = 0;
[tex]x_1[/tex] = 1;
tol = 1e-6;
while abs(f([tex]x_1[/tex])) > tol
[tex]x_2 = x_1 - f(x_1) * (x_1 - x_0) / (f(x_1) - f(x_0))[/tex];
[tex]x_0 = x_1[/tex];
[tex]x_1 = x_2[/tex];
end
root = [tex]x_1[/tex];
end
f) Secant Method MATLAB code for equation [tex]2 - x^3 + 4*x^2 - 10 = 0[/tex] in the interval [0,4]:
function root = secant_method()
f = [tex]2 - x^3 + 4*x^2 - 10[/tex];
[tex]x_0 = 0[/tex];
[tex]x_1 = 1[/tex];
tol = 1e-6;
while abs(f([tex]x_1[/tex])) > tol
[tex]x_2 = x_1 - f(x_1) * (x_1 - x_0) / (f(x_1) - f(x_0))[/tex];
[tex]x_0 = x_1[/tex];
[tex]x_1 = x_2[/tex];
end
root = [tex]x_1[/tex];
end
How to find the MATLAB code be used to solve different equations numerically?MATLAB provides several numerical methods for solving equations. In this case, we have used the Bisection Method, Newton's Method, Fixed-Point Method, and Secant Method to solve different equations.
The Bisection Method starts with an interval and iteratively narrows it down until the root is found within a specified tolerance. It relies on the intermediate value theorem.
Newton's Method, also known as Newton-Raphson Method, approximates the root using the tangent line at an initial guess. It iteratively refines the guess until the desired accuracy is achieved.
The Fixed-Point Method transforms the equation into an equivalent fixed-point iteration form. It repeatedly applies a function to an initial guess until convergence.
The Secant Method is a modification of the Newton's Method that uses a numerical approximation of the derivative. It does not require the derivative function explicitly.
By implementing these methods in MATLAB, we can numerically solve various equations and find their roots within specified intervals.
These numerical methods are powerful tools for solving equations when analytical solutions are not feasible or not known.
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What is the value of 3^2? (3^2 means 3 raised to the second power.)
Answer:
9
Step-by-step explanation:
A box contains 3 red and 7 green marbles. If 9 marbles are drawn without replacement, what is the expected number of red marbles?
The expected number of red marbles is 197/240.
Given that a box contains 3 red and 7 green marbles. If 9 marbles are drawn without replacement, we need to determine the expected number of red marbles.
The total number of marbles in the box = 3 + 7 = 10The probability of selecting a red marble at the first draw = 3/10
The probability of selecting a red marble at the second draw = 2/9
The probability of selecting a red marble at the third draw = 1/8
∴ The expected number of red marbles = Probability of selecting a red marble at the first draw + Probability of selecting a red marble at the second draw + Probability of selecting a red marble at the third draw= 3/10 + 2/9 + 1/8= (216 + 240 + 135) / (10 * 9 * 8)= 591/720= 197/240
Hence, the expected number of red marbles is 197/240.
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The given information is: A box contains 3 red and 7 green marbles. If 9 marbles are drawn without replacement, what is the expected number of red marbles?The expected number of red marbles can be found as follows:
Let us assume that X is a random variable, that represents the number of red marbles drawn from the box.
If we want to calculate the expected value of X, then we can use the formula:E(X) = Σ(xP(x))Where Σ(xP(x)) is the sum of all possible outcomes, multiplied by their respective probabilities.
The probability of drawing a red marble on the first draw is 3/10.
The probability of drawing a red marble on the second draw is 2/9, since there are only 2 red marbles left out of 9 marbles total.
The probability of drawing a red marble on the third draw is 1/8, since there are only 1 red marble left out of 8 marbles total.
Since we are drawing 9 marbles without replacement, we need to multiply all these probabilities together to get the probability of drawing a certain sequence of red and green marbles.
P(X = k) represents the probability of drawing k red marbles out of 9 marbles.Using the formula: E(X) = Σ(xP(x))E(X) = Σ(kP(X = k))k ranges from 0 to 3.
So, the expected value of red marbles is:E(X) = 0P(X = 0) + 1P(X = 1) + 2P(X = 2) + 3P(X = 3)E(X) = 0 + 1(3/10)(6/9)(5/8) + 2(3/10)(2/9)(5/8) + 3(3/10)(2/9)(1/8)E(X) = 0 + 0.27917 + 0.0625 + 0.01406E(X) = 0.35573
Therefore, the expected number of red marbles is approximately 0.356.
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2 Which expressions can be used to find the volume of the rectangular prism?
3 ft
5 ft
7 ft
apply.
5
35 + 5
35 x 3
(7 + 5) x3
7+3+5
35 + 35 + 35
Answer:
To find the volume of a rectangular prism, multiply its 3 dimensions: length x width x height. The volume is expressed in cubic units.
Mrs. Canales has 1,248 student pictures to displayaround the school. She plans to put them on 24 poster boards with the same amountof pictures on each poster board. How many student pictures will Mrs.Canales place on each poster board?
Answer:
52
Step-by-step explanation:
Its simple, its just division because she is asking how many for EACH(key word) so 1,248/24 equals 52 giving your answer.
mark brainliesttt??
How many 5 bills seth has
Answer:
22= 6(1x+5x)
Step-by-step explanation:
He could have 4 $5 bills and 2 $1 bills.
Answer:
he has 4 $5 bills
Step-by-step explanation:
22 - 2 = 20
20 divided by 4 = 5
so 4 $5 bills and 2 $1 bills
What are the first, second, and third quartiles from the set of
data: (3,4,5,6,7,37,100)?
The first, second, and third quartiles from the set of data (3,4,5,6,7,37,100) include the following:
Q₁ = 4.
Q₂ = 6.
Q₃ = 37
How to determine the statistical measure of the data set?Based on the data set, the first quartile (Q₁) can be calculated as follows;
Q₁ = [(n + 1)/4]th term
Q₁ = (7 + 1)/4
Q₁ = 2nd term
Q₁ = 4.
For the second quartile (Q₂), median, or 50th percentile, we have the following:
second quartile (Q₂) = 4th term
second quartile (Q₂) = 6.
For the third quartile (Q₃), we have:
Q₃ = [3(n + 1)/4]th term
Q₃ = 3 × 2nd term
Q₃ = 6th term
Q₃ = 37
In conclusion, a box plot for the given data set is shown in the image attached below.
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HELP !!
In a sequence of numbers, a4=9, a5=15, a6=21, a7=27, and a8=33.
Which recursive rule can be used to find the nth term of the sequence, an?
a1=−9; an=an−1+6
a1=−9; an=6an−1
a1=9; an=an−1+6
a1=9; an=6an−1
Answer:
Given sequence:
a₄=9, a₅=15, a₆=21, a₇=27, and a₈=33Common difference is:
33-27 = 27 - 21 = 21 - 15 = 15 - 9 = 6Find the first term:
a₃ = 9 - 6 = 3a₂ = 3 - 6 = - 3a₁ = -3 - 6 = -9Recursive formula:
a₁ = -9 and aₙ = aₙ₋₁ + 6Correct choice is A
Euler's formula, v − e + f = 2, relates the number of vertices (v), the number of edges (e), and the number of faces (f) of a polyhedron. Solve Euler's formula for v.
a) v = e + f + 2
b) v = e + f - 2
c) v = e - f - 2
d) v = e - f + 2
Euler's formula, v − e + f = 2, relates the number of vertices (v), the number of edges (e), and the number of faces (f) of a polyhedron.
Therefore, the correct option is (d) v = e - f + 2.
To solve Euler's formula for v, we'll have to isolate v on one side of the equation. The first step is to add e to both sides of the equation:
v − e + f + e = 2 + e
v + f = e + 2
Now subtract f from both sides of the equation:
v + f - f = e + 2 - f
v = e + 2 - f
Hence, the solution for Euler's formula for v is:
v = e + 2 - f
Therefore, the correct option is (d) v = e - f + 2.
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What is the perimeter of AOJL?
3
Ρ 2
K
M
9
Answer:
dunno.
Step-by-step explanation:
duno
9 ft =_________in. How many inches????
108 inches
hope this helped <3
Today the high tide in Matheshan's Cove Lakeshore, is at midnight. The water level at high tide is 12.5 m. The depth, d metres, of the water in the cove at time t hours is modelled by the equation d(t)= 8+ 4.5sinl ő t).Kairvi is planning a day trip to the cove tomorrow, but the water needs to be at least 5 m deep for her to manoeuvre her sailboat safely. How can Kairvi determine the times when it will be safe for her to sail into Matheshan's Cove?
Solve the inequality 8 + 4.5sin(πt) ≥ 5 to find the times when it is safe for Kairvi to sail into Matheshan's Cove.
How can Kairvi determine the safe times to sail into Matheshan's Cove based on the water depth equation and the condition for safe sailing?To determine the times when it will be safe for Kairvi to sail into Matheshan's Cove, we need to solve the inequality 8 + 4.5sin(πt) ≥ 5, where t represents time in hours.
Here are the steps to solve the inequality:
Subtract 8 from both sides of the inequality:
4.5sin(πt) ≥ 5 - 8
4.5sin(πt) ≥ -3
Divide both sides of the inequality by 4.5 to isolate the sine function:
sin(πt) ≥ -3/4.5
sin(πt) ≥ -2/3
To find the values of t that satisfy this inequality, we need to consider the inverse sine (arcsine) function. Taking the inverse sine of both sides, we get:
πt ≥ arcsin(-2/3)
Solve for t by dividing both sides by π:
t ≥ (1/π)arcsin(-2/3)
The resulting expression (1/π)arcsin(-2/3) represents the minimum time at which the water depth will be at least 5 meters. To determine the specific times, you can use a calculator or reference table to evaluate the arcsin function and calculate the corresponding time values.
Note: Keep in mind that this solution assumes a 24-hour time format and that the given water depth equation and conditions are accurate.
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what is the are of this?
Answer:
Ok first of all you start out splitting the shape into seperate rectangles, in this case 2. take those 2 rectangles and find the area of them. Say we start from the smaller rectangle. 2 x 4 = 8 so the area of the smaller rectangle is 8. Keep that in mind. Next we have to multiply 10 x 5 because that is the labeled number of meters and that equals 50. So add 50 + 8 = 58
Step-by-step explanation:
Your answer is 58 meters
Really hope i helped and have a wonderful day! :)
Answer:
58 m³
Step-by-step explanation:
To find the area of irregular shapes like this, it is easy to split the shape into 2 individual shapes, find the area of both, then add the areas to find the total.
Now, we'll split it into 2 rectangles with areas of:
2 x 4
10 x 5
To find area, you multiply the length of one side by the other. The first rectangle's area is (2 x 4) and the other rectangle's area is (10 x 5).
10 x 5 = 50
2 x 4 = 8
50 + 8 = 58
The area of the figure is 58 m³.
Algebra 2 PLEASE HELP
Answer:
[tex]\frac{x+20}{x+4}[/tex]
Step-by-step explanation:
Can't cancel out terms like that
need to factor out the top and bottom
[tex]\frac{x^{2} +16x-80}{x^{2} -16}[/tex] = [tex]\frac{(x+20)(x-4)}{(x-4)(x+4)}[/tex] now cancel out the (x-4) from the top and bottom
= [tex]\frac{x+20}{x+4}[/tex]
Answer & Explanation:
Error: individual terms in an equation in a fraction cannot be directly canceled out.
Correction:
the easy way (solve the quadratic equation in the numerator and complete the square in the denominator):
(x^2 + 16x - 80) / (x^2 - 16)
(x+20)(x-4) / (x+4)(x-4)
x+20 / x+4
the complicated way (manipulate the exponents and common factors):
(x^2 + 16x - 80) / (x^2 - 16)
(x^2 - 4x + 20x - 80) / x^2 - 2^4
x(x^2-1 - 2^2)+4*5(x - 2^4-2) / (x - 2^2)(x + 2^2)
x(x-4)+20(x-4) / (x-4)(x+4)
x(x-4)+(2^2 (5))(x-4) / (x-4)(x+4)
(x-4)(x + 2^2 (5)) / (x-4)(x+4)
(x-4)(x+20) / (x-4)(x+4)
x+20 / x+4
Find the total surface area.
Answer:
SA = 48 cm²
Step-by-step explanation:
SA = (3x12) + (4x3) = 48 cm²
Nick is curious about which cell phone provider is most used by his neighbors. He asks several neighbors about their provider and draws a conclusion based on the answers he received. What kind of statistical study did Nick conduct? A. survey B. experiment C. observational study D. theoretical study
Answer:
A. Survey
Step-by-step explanation:
Answer:
Option A. Survey
Step-by-step explanation:
What is survey?
Survey is defined as the act of examining a process or questioning a selected sample of individuals to obtain data about a service, product, or process.
Nick collected samples and then concluded his answer which is a survey he conducted.
Correct answer is Option A.
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¿can you help me, please?
Find the volume of the con round you answer to the nearest tenth
Answer:
16.76 inch³
Step-by-step explanation:
volume of cone is 1/3 πr²h
h=4
r=2
then 1/3* 22/7* 2*2 *4
=352/21
=16.76
An electrician bent a section of copper wire into a partial circle as shown. The dimensions are
given in feet (ft).
2.5 f
880
2.5
ft
What is the length of the section of wire to the nearest hundredth of a foot?
Answer:
Length = 3.84 feets (nearest hundredth)
Step-by-step explanation:
The length of section of wire can be obtyaiejd using the length of of a arc formular :
Length of arc = θ/360° * 2πr
Radius, r = 2.5 feets
Length of arc = (88/360) *2πr
Length of arc = (88/360) * 2π*2.5
Length of arc = 0.244444 * 15.707963
Length of arc = 3.8397
Length = 3.84 feets (nearest hundredth)
Answer:
Step-by-step explanation:
3.84
A kindergarten teacher asked the students' parents to send their child to school with two fruits (apples and/or oranges). Below are the combinations of fruits brought to class the next day.
Fruit
2 Apples : 9 students
1 Apple and 1 Orange : 4 students
2 Oranges : 8 students
What is the frequency of oranges in the classroom? Round your answer to 4 decimal places.
The frequency of oranges in the classroom can be calculated as follows:Frequency of oranges in the classroom = Total number of oranges / Total number of fruits= 16/42 = 0.3809 (rounded to 4 decimal places)Thus, the frequency of oranges in the classroom is approximately 0.3809.
To determine the frequency of oranges in the classroom, we need to calculate the proportion of students who brought oranges out of the total number of students.
First, let's calculate the total number of students:
Total students = Number of students with 2 apples + Number of students with 1 apple and 1 orange + Number of students with 2 oranges
Total students = 9 + 4 + 8 = 21
Next, let's calculate the number of students who brought oranges:
Number of students with oranges = Number of students with 1 apple and 1 orange + Number of students with 2 oranges
Number of students with oranges = 4 + 8 = 12
Finally, we can calculate the frequency of oranges:
Frequency of oranges = Number of students with oranges / Total students
Frequency of oranges = 12 / 21 ≈ 0.5714 (rounded to 4 decimal places)
Therefore, the frequency of oranges in the classroom is approximately 0.5714.
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To determine the frequency of oranges in the classroom, it is important to add up the total number of fruits brought to the classroom. The given information is as follows:
2 Apples: 9 students
1 Apple and 1 Orange: 4 students
2 Oranges: 8 students
Thus, the frequency of oranges in the classroom is approximately 0.2105.
Total number of fruits = 2(9) + 1(4) + 2(8)
= 18 + 4 + 16
= 38 fruit in total
So, total number fruits are 38.
Frequency of oranges = Number of oranges / Total number of fruits
There are 8 oranges brought to class, so the frequency of oranges is:
8 / 38 ≈ 0.2105 (rounded to 4 decimal places)
Hence, the frequency of oranges in the classroom is approximately 0.2105.
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The length of a rectangular frame is 15 inches and the width of the frame is 8 inches. What
is the length of the diagonal of this frame in inches?
Record your answer. Be sure to use the correct place value.
i need help please and thanks
Answer:
[tex]48cm^{2}[/tex]
Step-by-step explanation:
Split the shape up into two rectangles
(1) rectangle would be 2 x 10 = 20
(2) rectangle would be 4 x 7 = 28
Add them up = [tex]48cm^{2}[/tex]
Create a real-world application and its complete solution that requires concepts of linear algebra.
Real-World Application: Image Compression: Image compression is a fundamental concept in the field of computer graphics and image processing.
Linear algebra plays a crucial role in various image compression techniques. Let's consider a complete solution for image compression using concepts of linear algebra.
Image Representation:Linear algebra concepts, such as matrix operations and transformations, are fundamental to every step of the image compression process outlined above. By applying these techniques, we can achieve efficient storage and transmission of images while balancing the trade-off between image quality and compression ratio.
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