Allison feeds 11 horses in a day.
Horses are herbivores and, as such, they need a very specific diet. They must consume lots of fiber to keep their extremely long and sensitive digestive tract working and they must eat little and often, almost all day long.
A horse's feed should consist primarily of grass or roughage. However, hay is insufficient to provide a complete nutritional profile. Important minerals and nutrients will be added by adding grains and concentrates, but calories will also be added. Roughage, feeds, and concentration types are listed below, from least to most "complete."
Given,
Allison feeds 2 quarter horses and 3 paint horses the same amount each day.
Therefore, she feeds 2*4+3 = 11 horses in a day.
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A boat is heading towards a lighthouse, where Jeremiah is watching from a a vertical distance of 126 feet above the water. Jeremiah measures an angle of depression to the boat at point A to be 11. The other measurement at point B is 78. Find the distance from point A to point B.
Using the given information, the distance from point A to point B is 568ft
How to find distance between two points?You should know that Distance is defined as the numerical or occasionally qualitative measurement of how far apart points are from each other.
The distance between A and B can be measured using the Trigonometric ratio of angles.
The drawing formed a right angled triangle.
Using the tangent function
Tan∅=[tex]\frac{opposite}{adjacent}[/tex]
Tan11⁰=x/126
x=126tan11⁰
Also, in the second angle of depression,
Using the tangent ratio as stated above,
y=126tan78⁰
The distance between A and B is given thus:
AB =126tan78⁰-126tan11⁰
AB =126*4.7046-126*0.1944
AB =592.78-24.4944
AB =568.28553
AB =568ft
In conclusion, the distance from point A to point B is 568ft
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Evan added -2 1/2+4 and got six 1/2 draw arrows on the number line to represent the problem and explains Evans error
Evan's error was that he subtracted [tex]-2\frac{1}{2}[/tex] from 4, and thus he got [tex]6\frac{1}{2}[/tex]. On adding he would be getting [tex]1\frac{1}{2}[/tex]
What is number line?
A straight line of numbers is shown visually as a number line. This line is used to compare integers on an endless line that extends on both sides, either horizontally or vertically, at equal intervals. On a horizontal number line, the numbers grow as we walk to the right and decrease as we move to the left.
It is given that Evan added [tex]-2\frac{1}{2}[/tex] and 4 but got [tex]6\frac{1}{2}[/tex]
The mistake that Evan did was instead of adding, he substracted [tex]-2\frac{1}{2}[/tex] from 4, and thus he got [tex]6\frac{1}{2}[/tex]. This is because
4 - [tex]-2\frac{1}{2}[/tex]
= 4 + [tex]2\frac{1}{2}[/tex]
= [tex]6\frac{1}{2}[/tex]
This is wrong as he was asked to add and not to subtract.
Therefore, on adding [tex]-2\frac{1}{2}[/tex] and 4, we get,
= 4 [tex]-2\frac{1}{2}[/tex]
= [tex]1\frac{1}{2}[/tex]
Evan's error was that he subtracted [tex]-2\frac{1}{2}[/tex] from 4, and thus he got [tex]6\frac{1}{2}[/tex]. On adding he would be getting [tex]1\frac{1}{2}[/tex]
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Help Please!!!!!!!!!!!!
La suma del triple de un número más el doble de otro número distinto al cuadrado
Procedimiento:
Empezamos separando el problema por partes. En este caso, a "un número" le daremos el nombre "x", y al "otro número distinto" le daremos el nombre "y".
1. Entonces, "el triple de un número" significa que es el triple de "x". En otras palabras, es 3 veces "x", osea:
3x
2.Como dice "la suma", entonces sabemos que nuestro 3x se va a sumar con otro término, entonces nuestro enunciado está quedando así:
3x+
3.El segundo término de la suma es "el doble de otro número distinto al cuadrado". Si el "otro número distinto" es "y", tenemos que "el doble" de "y" es 2 veces "y", osea, "2y".
Finalmente, se explica que este término está al cuadrado, lo cual daría que nuestro segundo término sea (2y)^2.
4.Entonces, la expresión completa es:
3x+(2y)^2
If 3000 dollars is invested in a bank account at an interest rate of 10 per cent per year, Find the amount in the bank after 10 years if interest is compounded annually:
Find the amount in the bank after 10 years if interest is compounded quaterly:
Find the amount in the bank after 10 years if interest is compounded monthly:
Answer:
Step-by-step explanation:
100%-10%=90%
90/100=0.9%
3000*0.9^10 years= 1046.04
Step-by-step explanation:
For annually,
3000×(1.10)^10= 7781.23
For quarterly,
3000×(1.10)^40= 135777.77
For montly,
3000×(1.10)^120=278127206.5
please help ASP ....
Answer:
B. Reflexive Property
Step-by-step explanation:
The statement is that BC ~= BC. That is, that BC is congruent to itself. The reason is that all numbers are equal to themself. Angle measures are equal to themself. Segments are equal to themself.
Like looking at a reflection in a mirror. The word "reflection" can help you memorize the reason why something is equal to itself:
Reflexive Property
4. Which statement best describes the relationship in the table?
Months 12 24 36 48
Years 1 2 3 4
a. The constant of proportionality is 0.
b.The constant of proportionality is 4.
c. The number of months is proportional to the number of years?
d. The number of months is not proportional to the number of years?
On solving the provided question, we got that the number of months is proportional to the number of years
What is proportionality>When two quantities or variables are linearly related in mathematics, the term "proportional" is used. Both quantities increase by two times when one increases by two. Each variable decreases in proportion to the other when it falls to 1/100th of its previous value.
What do you think about proportionality?We must determine the ratio of the two quantities for each value supplied in order to determine if two quantities are proportionate. The proportionate link between them is evident if their proportions are equal. Their connection is not proportionate if all the ratios are out of balance.
Here,
12/1 = 12
24/2 = 12
36/3 = 12
48/4 = 12
So, They are proportional to each other.
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Station 2: Unit 3 and Unit Linear Functions given the table x 9,3,-3,-9 y 2,-2,-6,-10 ,
Find equation slope form answer the following questions.
Answer:
y = (2/3)x - 4
Step-by-step explanation:
To find the equation of the line in slope-intercept form given a table of values, you will need to calculate the slope of the line and the y-intercept. The slope of a line is a measure of its steepness, and it is calculated as the rise (change in y-values) divided by the run (change in x-values) between two points on the line. The y-intercept is the point at which the line crosses the y-axis.
Given the table x: 9, 3, -3, -9 and y: 2, -2, -6, -10, you can use any two points to calculate the slope. For example, you could use the points (9, 2) and (3, -2) to calculate the slope:
slope = (y2 - y1) / (x2 - x1) = (-2 - 2) / (3 - 9) = -4 / -6 = 2/3
To find the y-intercept, you can use the slope and one of the points from the table to substitute into the slope-intercept form of a linear equation, which is y = mx + b, where m is the slope and b is the y-intercept.
Using the slope and the point (9, 2), you can solve for b:
y = mx + b
2 = (2/3) * 9 + b
2 = 6 + b
b = -4
Therefore, the equation of the line in slope-intercept form is y = (2/3)x - 4.
To answer the other questions, you can use this equation to determine the y-value for a given x-value or the x-value for a given y-value. You can also use the equation to graph the line on the coordinate plane.
Two points A and B are on opposite sides of a building. A surveyor selects a third point C to place a transit. Point C is 45 feet from point A and 69 feet from point B. The angle A C B is 52'. How far apart are points A and B?
Select one:
a. 93.3 feet
b. 69.8 feet
c. 76.7 feet
d. 103.5 feet
e. 54.4 feet
The value of distance between points A and B is 54.4 feet.
What is the law of cosine?
The Law of Cosines is used to find the remaining parts of an oblique (non-right) triangle when either the lengths of two sides and the measure of the included angle is known (SAS) or the lengths of the three sides (SSS) are known as the law of cosines states: c²=a²+b²−2ab cos C .
Solution:
Using the law of cosines we get:
(AB)²=(AC)²+(BC)²-2AC×BC×cos(C)
(AB)²= (45)²+(69)²-2(45)(69)cos(52°)
(AB)² = 2025 + 4761 - 3823.2577
∴ AB = 54.4 feet
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A garden table and a bench cost $821 combined. The garden table costs $71 more than the bench. What is the cost of the bench?
X
The cost of the bench is $ 375 and the Cost of the garden table is $ 446.
Calculating Unknown Quantity:We can Calculate unknown quantities mathematically using Algebra Expressions. Unknown values in an equation are represented by variables, which are often represented by a letter of the alphabet like x, y, and z or a, b, and c, etc.
Here we have
A garden table and a bench cost $ 821 combined
Let x, and y be the cost of the garden table and bench
Given that
The garden table costs $71 more than the bench.
=> x = y + $ 71 ---- (1)
It is also given that
The total cost of the garden table and a bench = $ 821
=> x + y = 821
=> y + 71 + y = 821
=> 2y = 821 - 71
=> 2y = 750
=> y = 375
=> Cost of bench, y = $ 375
=> The cost of the garden table, x = $ 375 + $ 71 = $ 446
Therefore,
The cost of the bench is $ 375 and the Cost of the garden table is $ 446.
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Consider the conversion facts 1 inch = 2.54 centimeters and 1 centimeter = 0.39 inch.
a. Write an expression for the exact number of inches in 1 centimeter.
1 cm = -in.
b. Use a calculator to evaluate your expression in part (a). Round to the nearest ten thousandths if necessary.
1 cm =
in.
he clightly different when converting botung
The expression for the exact number of inches in 1 centimeter is 2.54/2.54 cm = 1/2.54 in and the number of inches is 0.39
How to determine the expression?From the question, we have the following parameters that can be used in our computation:
1 inch = 2.54 centimeters and 1 centimeter = 0.39 inch.
To calculate the number of inches expression, we make use of the following equation
1 inch = 2.54 centimeters
Divide both sides of the equation by 2.54
So, we have the following representation
1/2.54 inch = 2.54/2.54 centimeters
Rewrite the expression as
2.54/2.54 centimeters = 1/2.54 inch
So, we have
2.54/2.54 cm = 1/2.54 in
So, the expression is 2.54/2.54 cm = 1/2.54 in
The value of the expressionIn (a), we have'
Expression: 2.54/2.54 cm = 1/2.54 in
This implies that
2.54/2.54 cm = 1/2.54 in
Evaluate the quotients
1 cm = 0.39 in
Hence, the value is 0.39 inches
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Find the Area of the figure below, composed of a rectangle and two semicircles. Round to the nearest tenths place.
The total area of the given figure is 68.56 units².
What do we mean by area?The area is the entire amount of space occupied by a flat (2-D) surface or an object's shape.
On a sheet of paper, draw a square using a pencil.
It has two dimensions.
The area of a shape on paper is the area that it occupies.
Consider your square as being composed of smaller unit squares.
So, the total area of the given figure:
We can divide the figure into separate rectangles and circles:
Area of rectangle: l*b
14*4
56 units²
Area of circle: πr² (D = 4, R = 4/2 = 2)
πr²
3.14(2)²
3.14*4
12.56 units²
The total area of the figure:
56 units² + 12.56 units² = 68.56 units²
Therefore, the total area of the given figure is 68.56 units².
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The Bateria in a culture increases according to the law [tex]\frac{ds}{dt} = \frac{N}{4}[/tex]
if intially N = 200, then what is thevalue of N when t = 200
The required value of N when t = 200 is given as 10,000.
Given that,
The Bateria in culture increases according to the law ds/dt = N/4
if intially N = 200, then what is the value of N when t = 200 is to be determined.
Rate of change is defined as the change in value with rest to the time is called rate of change.
Here,
ds/dt = N/4 = 200/4 = 50
Now,
N = 50t
N = 50[200]
N = 10,000
Thus, the required value of N when t = 200 is given as 10,000.
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1 - O produto das raízes reais da equação é igual a :
A) - 1,5
B) -0,5
C) 0,5
D) 1,5
8x³ +16x² + 12x+13)÷(2x+2)
Find quotient and remainder
The degree of the remainder is less than the degree of the divisor, we have found the complete remainder. Therefore, the quotient is 4x² + 8x + 6, and the remainder is -16x² -16x.
What is the quotient?
The number we obtain when we divide one number by another is the quotient. For example, in 8 ÷ 4 = 2; here, the result of the division is 2, so it is the quotient. 8 is the dividend and 4 is the divisor.
To find the quotient and remainder when dividing 8x³ +16x² + 12x+13 by 2x+2, we can use polynomial long division.
First, we divide the leading coefficient of the dividend (8x³) by the leading coefficient of the divisor (2x). This gives us a quotient of 4x². We then multiply the divisor (2x+2) by this quotient and subtract it from the dividend to get the first term of the remainder:
8x³ +16x² + 12x + 13
(2x+2)(4x²)
8x³ - 8x³ -8x² -8x² +12x+13
This leaves us with 12x+13 as the first term of the remainder.
Next, we bring down the next term of the dividend (16x²) and divide it by the leading coefficient of the divisor (2x). This gives us a quotient of 8x. We then multiply the divisor (2x+2) by this quotient and subtract it from the dividend to get the next term of the remainder:
12x+13
(2x+2)(8x)
12x+13 - 16x² - 16x
-4x² -4x
This leaves us with -4x² -4x as the next term of the remainder.
Finally, we bring down the last term of the dividend (12x) and divide it by the leading coefficient of the divisor (2x). This gives us a quotient of 6. We then multiply the divisor (2x+2) by this quotient and subtract it from the dividend to get the final term of the remainder:
-4x² -4x
(2x+2)(6)
-4x² -4x -12x -12
-16x² -16x
This leaves us with -16x² -16x as the final term of the remainder.
Hence, the degree of the remainder is less than the degree of the divisor, we have found the complete remainder. Therefore, the quotient is 4x² + 8x + 6, and the remainder is -16x² -16x.
We can write the result of the division as:
(8x³ + 16x² + 12x + 13) ÷ (2x+2) = (4x² + 8x + 6) + (-16x² -16x)/(2x+2)
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Determine whether the expressions are equivalent.
8 x+4 y is to 4(2 x+1)
Not equivalent. 8 x+4 y=6 x(4 y+2 x)
Equivalent. 8 x+4 y=8(x+4 y)
Not equivalent. 8 x+4 y=4(2 x+y)
Equivalent. 8 x+4 y=4(2 x+1)
From the given expressions the equivalent expression is,
8x + 4y = 4(2x + y).
What is equivalent expression?
Expressions that function identically despite having different appearances are called equivalent expressions. If two algebraic expressions are equivalent, then when we enter the same value(s) for the variable, the two expressions have the same value (s).
Consider, the given expression
8x + 4y and 4(2x + 1)
Consider, 4(2x + 1)
Simplifying this,
4(2x + 1) = 8x + 4
8x + 4 is different from 8x + 4y.
Hence, 8x + 4y is not equivalent to 8x + 4.
Now consider, 8x + 4y = 6x(4y + 2x)
Simplifying this
8x + 4y = 24xy + 12x^2
⇒ 8x + 4y = 6x(4y + 2x) is not equivalent.
Now consider, 8x + 4y = 8(x + 4y)
(8x + 4y) = 8x + 32y
⇒ 8x + 4y = 8(x + 4y is not equivalent.
Now consider, 8x + 4y = 4(2x + y)
8x + 4y = 8x + 4y
⇒ 8x + 4y = 4(2x + y) is equivalent.
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The denominator of a fraction is 7 more than the numerator. If both the numerator and the denominator are decreased by 3, the resulting fraction is equivalent to 5/12. Find the fraction.
Answer: The original fraction is 8/15
Step-by-step explanation:
The part about the 7 more than the numerator is not needed. All you have to do is add 3 to the numerator and 3 to the denominator.
5+3=8
&
12+3=15
So
8/15
I hope this helps!
I need help badly.
0.000236 to 3 significant figures.
Answer:
It is rounded to 3 sig figs already
Step-by-step explanation:
Consider the equation 5y + 9 =
Which value or expression can you write in the blank so the equation
has no solution?
0
9
5y
+2.
7y
The equation has no solution if the blank is filled with 5y, so option c is correct.
What is equation?Equations are statements in mathematics that have two algebraic expressions on either side of the equals (=) sign. It shows that the expressions printed on the left and right sides have an equal relationship.
Given equation:
5y + 9 = _
Use the hit and trial method and put the value zero,
5y + 9 = 0
y = -9 / 5
So the equation has a solution,
Again put
5y + 9 = 5y
9 = 0, which is not possible
Therefore, the equation has no solution if we fill the blank with 5y.
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for any relation r, if, for every valid instance of a, that value of a uniquely determines the value of b:
"In a relation r, for every instance of a, that value of a uniquely determines the value of b then a primary dependency exists in the relation.
Relation:
In math relation means the relationship between sets of values of ordered pairs.
Given,
Here we need to find if for every valid instance of a, that value of a uniquely determines the value of b in the relation.
As per the definition of relation, for every relation has two set of data ad each of the element in one set is uniquely refers the other one's element.
Here we have to identify the type of relation between a an b.
Here we have given that the relation a uniquely determines the value in b.
So, this type primarily refers the dependency of the relation.
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-2\tfrac{1}{2}-\Big(-4\tfrac{3}{5}\Big)
−2 /2/1 −(−4 3/5)
The value of the fraction expression -2 1/2 - (-4 3/5) is 2 1/10
How to evaluate the expressionFrom the question, we have the following parameters that can be used in our computation:
−2 /2/1 −(−4 3/5)
Express properly
So, we have the following representation
-2 1/2 - (-4 3/5)
Remove the brackets
This gives
-2 1/2 - (-4 3/5) = -2 1/2 + 4 3/5
Express the denominator as 10
So, we have
-2 1/2 - (-4 3/5) = -2 5/10 + 4 6/10
Evaluate the difference
-2 1/2 - (-4 3/5) = 2 1/10
Hence, the solution is 2 1/10
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A student sees a bird on top of a 15 foot high light pole. The angle of elevation to the top of the light pole is 35 degrees. How far is the student standing from the base of the light pole?
The distance of the student from the light pole is 21.4 feet.
How to find the distance of the student from the light pole?A student sees a bird on top of a 15 foot high light pole. The angle of elevation to the top of the light pole is 35 degrees.
The distance of the student from the pole can be calculated as follows:
The situation forms a right angle triangle.
using trigonometric ratios,
tan 35 = opposite / adjacent
tan 35 = 15 / x
cross multiply
x tan 35 = 15
divide both sides by tan 35
x = 15 / tan 35
x = 15 / 0.70020753821
x = 21.4222201012
x = 21.4 feet
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The fox population in a certain region has a continuous growth rate of 9 percent per year. It is estimated that the population in the year 2000 was 21100.
(a) Find a function that models the population t years after 2000 ( t=0 for 2000).
Hint: Use an exponential function with base e.
(b) Use the function from part (a) to estimate the fox population in the year 2008. Your answer is (the answer must be an integer)
a) An exponential function to model the population of foxes in t years after 2000 is given by P(t) = 21,100 x 1.09^t.
b) From the exponential function from part (a), the estimated fox population in the year 2008 is 42,052.
What is an exponential function?An exponential function is a mathematical expression written in the form of y = ab^x.
Exponential functions can be used to model growth factors, especially the population of animals and bacteria increasing at a constant rate.
The continuous growth rate in the fox population = 9%
Estimated population of foxes in the year 2000 = 21,100
A function to model the population in t years after 2000: P(t) = 21,100 x 1.09^t
In 2008, the population function:
P(t) = 21,100 x 1.09^8
= 21,100 x 1.993
= 42,052
Thus, we can conclude that using the exponential function, the fox population growing at 9% per year reached 42,052 in 2008 from its 21,100 number in the year 2000.
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Help help help help help help
Answer:
Andre walks more steps
Step-by-step explanation:
Step-by-step explanation:
dawn step rate=8400/60=140step/he
dawn step=140×240=33600 steps
teddl step=142 ×240 =34080
What is 136 simplified. Use the fx button above to access the button.
Rewatch
Next question
The simplified expression of √136 is 2√34
How to determine the simplified expression?From the question, we have the following parameters that can be used in our computation:
√136
Expand the expression
So, we have the following representation
√136 = √68 * 2
Further, expand the expression
So, we have the following representation
√136 = √34 * 2 * 2
So, we have
√136 = √34 * 4
Take the square root
√136 = 2√34
The expression cannot be further simplified
Hence, the solution is 2√34
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changing tne value of m in f(x)=mx+b resulst in a (translation or rotation) of the graph
?????
Answer:
Rotation
Step-by-step explanation:
The function [tex]f(x)=mx+b[/tex] , is the equation of a line given in slope-intercept form. Where m is the slope of the line and b is the y-intercept of the line. If you were to change the value of m, while keeping the value of b the same, that would result in a rotation. If you were to change the value of b, while keeping the value of m the same, that would result in a translation (specifically a vertical translation).
Legs have length of 4 find the length of the hypotenuse
Answer:
4√2
Step-by-step explanation:
hypotenuse = [tex]\sqrt{4^2 + 4^2} = \sqrt{16 + 16} =\sqrt{2*16} = 4\sqrt{2}[/tex]
(a) Complete this synthetic division table.
-2√-1 2 12 0 -16
(b) Write your answer in the following form: Quotient + Remainder / x+2
-x⁴+2 x³+12 x²-16 / x+2= ____+ _____ / x+2
a) The synthetic division table is given by the image shown at the end of the answer.
b) The result of the division is given as follows:
-x³ + 4x² + 4x - 8 + 0/x + 2.
How to apply the synthetic division algorithm?In the synthetic division algorithm, the coefficients of a polynomial, which is the dividend, are each divided by a value.This divisor is the goes into the far left box.In this problem, the dividend is given as follows:
-x^4 + 2x³ + 12x² - 16.
Hence the coefficients are given, respectively, by:
-1, 2, 12, 0 and -16.
The divisor is of:
x + 2.
Hence the term on the left box is of:
x + 2 = 0 -> x = -2.
Then the procedure goes as follows:
-1 is multiplied by -2 and added to 2, result of 4.4 is multiplied by -2 and added to 12, result of 4.And the same logic follows until the last term.From the coefficients of the bottom box, we have that:
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6x^3+2x^2+3x -(3x^3-2x^2-3x)
The simplest form of the given expression is 3x³+4x²+6x
What is arithmetic?
Arithmetic is an elementary a part of arithmetic that consists of the study of the properties of the normal operations on numbers—addition, subtraction, multiplication, division, mathematical operation, and extraction of roots.
Main body:
according to question ,
6x³+2x²+3x -(3x³-2x²-3x)
we need to simplify the given equation.
firstly opening the bracket and taking care of sign,
⇒6x³+2x²+3x -3x³ +2x² +3x
taking like terms seperately,
⇒6x³ -3x³ +2x²+2x²+3x+3x
⇒3x³+4x²+6x
Hence the simplest form of the given expression is 3x³+4x²+6x
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Q1 - Similar shapes and area
Work out the missing area in each pair of similar shapes.
The answer for the first shape would be 24cm^2.
The answer for the second shape would be 20cm^2.
The answer for the third shape would be 30cm^2. "30".
What are Shapes?
A shape in geometry can be characterized as an object's form, outline, outer border, or outer surface.
Every object we notice in the world has a form. The objects we see around us may be broken down into several fundamental forms, such as the two-dimensional square, rectangle, and oval, or the three-dimensional rectangular prism, cylinder, and sphere few types of Shape.Shapes establish an object's perimeter and may be distinguished in a variety of ways depending on their characteristics. In a Shape a border that is created by merging the curves, points, and line segments surrounds these forms. The name of each form depends on the structure. Circle, square, rectangle, triangle, and other simple forms are few types of Shape.The first shape seems to be scaling up. From 3cm to 12cm. So for this you need to multiply. Using the formula that I gave you last time.
3cm times ___ = 12cm. 4 fits in there,
therefore 6cm^2 times 4 = 24cm^2.
The answer for the first one would be 24cm^2. "24" in the blank.
The second shape seems to be scaling down. From 16cm to 8cm. So for this you need to divide.
16cm divided by ___ = 8cm. 2 fits in there,
therefore 40cm^2 divided 2 = 20cm^2.
The answer for the second one would be 20cm^2. "20" in the blank.
The third shape seems to be scaling up.
From 3cm to 4.5cm.
So for this you need to multiply. 3cm times ___ = 4.5cm.
Now since we're dealing with decimals, not whole numbers this time you can't really use guess and check as efficiently. So you do the opposite operation, which in this case the opposite of multiplication is division.
You take 3cm (the original shape's number) and divide it into 4.5cm. So 4.5cm divided by 3cm = 1.5. 1.5 fits in there,
therefore 20cm^2 times 1.5 = 30cm^2.
The answer for the third one would be 30cm^2. "30" in the blank.
Learn more about Shapes from the link below
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