To order tickets online to a hockey game

The simplified form of the expression [tex]\sqrt[5]{1215}[/tex] is [tex]3\sqrt[5]{5}[/tex].

We know there are two types of radicals one is surds when the number has been raised by such power that it is greater than zero and less than one,

The other type of radicals are indices where a number is raised to such power that is greater than one.

Given, A radical [tex]\sqrt[5]{1215}[/tex].

Now we'll prime factor 1215.

= [tex]\sqrt[5]{5\times243}[/tex]

= [tex]\sqrt[5]{5\times3\times81}[/tex].

= [tex]\sqrt[5]{5\times3\times3\times3\times3\times3}[/tex].

= [tex]3\sqrt[5]{5}[/tex].

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On solving the provided question, we got to know that - arbitrary number So the money she earns is equal to 10 times w plus 15, which can be expressed as: 10w + 15

A number is considered arbitrary if its only unique characteristic is that it has a high value. You can think of them informally as the numbers that your opponent picked. Any number appears to be worthless intuitively.

Since the question allows us to use any number, we decide to make the money she makes from washing the car equal $10. We'll also assume that she gets paid $15 to wax the car.

So the money she earns is equal to 10 times w plus 15, which can be expressed as:

10w + 15

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You will be reported if you guess. The result is -1 if P=(4,7)on D2 (P). Consequently, P=(4,7) in D2 reports -1. (P).

Given p= (4,7)

The answer to  4 p+7 is 4(-2)+7=-8+7=-1

The value of the denominator (d2), a weighting factor, is depends on the control chart's subgroup size, n. Based on a subgroup size of 5, the value of d2 in the case is 2.326. Following is a brief list of the d2 values for other subgroup sizes.

The table of constants below contains the d2 value, which is determined by the subgroup size. The average moving range, or MR-bar, will be used if your subgroup size is one. Model No. The average range is 0.220, and the mean is 0.8057 (X-bar). The D2 function gives the sample range of n independent, normally distributed random variables with the same mean and a standard deviation of 1 the anticipated value.

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Therefore , the solution of the given problem of volume comes out to be

you would then possess 1/9 of the volume.

The term "volume" refers to how much general space an object occupies. Unlike mass, volume changes depending on the surroundings. The mass of a substance in a given volume is referred to as its "density." It describes the relationship between mass and volume.

Here,

A cylinder has a volume of V = r2h.

As a result, V = r2[(1/3)]h is obtained by multiplying h by 1/3.

The (1/3) can be moved to the front to obtain V = [(1/3)]r2h because you are free to multiplied in any ratio you choose.

Thus, you would receive one-third of the initial mass.

What would occur if you increased the radius by 1/3 in contrast to this?

Next, you would have

=> V = π[(1/3)r]2h

=> V = π(1/9)r2h

=> V = (1/9)πr2h

You would then possess 1/9 of the volume.

Therefore , the solution of the given problem of volume comes out to be

you would then possess 1/9 of the volume.

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The solution to the equation log₇343 = 3 is 7³ = 343

An equation is used to show the relationship between numbers and variables.

The logarithm can be defined as the exponent that raises a base to get a particular number. The law of logarithm states:

logₓm = n is the same as xⁿ = m

Given the equation:

log₇343 = 3

Applying the law of logarithm gives:

7³ = 343

The solution to the equation is 7³ = 343

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the slope goes by several names

• average rate of change

• rate of change

• deltaY over deltaX

• Δy over Δx

• rise over run

• gradient

• constant of proportionality

however, is the same cat wearing different costumes.

to get the slope of any straight line, we simply need two points off of it, let's use those provided

[tex]R(\stackrel{x_1}{5}~,~\stackrel{y_1}{7})\qquad S(\stackrel{x_2}{15}~,~\stackrel{y_2}{31}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{31}-\stackrel{y1}{7}}}{\underset{\textit{\large run}} {\underset{x_2}{15}-\underset{x_1}{5}}} \implies \cfrac{ 24 }{ 10 } \implies \cfrac{12 }{ 5 }[/tex]

keeping in mind that perpendicular lines have negative reciprocal slopes

[tex]\stackrel{~\hspace{5em}\textit{perpendicular lines have \underline{negative reciprocal} slopes}~\hspace{5em}} {\stackrel{slope}{ \cfrac{12}{5}} ~\hfill \stackrel{reciprocal}{\cfrac{5}{12}} ~\hfill \stackrel{negative~reciprocal}{ {\Large \begin{array}{llll} -\cfrac{5}{12} \end{array}} }}[/tex]

Step-by-step explanation:

the slope of a line is the ratio

y coordinate change / x coordinate change

when going from one point on the line to another.

the perpendicular slope is simply turning that ratio fraction upside down and flips the sign.

(5, 7) to (15, 31)

x changes by +10 (from 5 to 15).

y changes by +24 (from 7 to 31).

the slope (or gradient) is therefore

+24/+10 = 12/5

the perpendicular slope or gradient is then

-5/12

Check the picture below.

so let's start with 34, well a centroid is the point where all "medians" meet, well a median is half of the segment, the heck does that mean?  well, it means that CG = GD, and since CD is 34, that means that GD = 17.

let's keep in mind that a centroid cuts all medians in a 2 : 1 ratio, meaning one cut-side is twice as along as the other, that said

[tex]\stackrel{\textit{keeping in mind that BG=57}}{\cfrac{BH}{HG}=\cfrac{2}{1}\implies \cfrac{BH}{HG}=\cfrac{2\cdot \frac{57}{2+1}}{1\cdot \frac{57}{2+1}}}\hspace{10em} \cfrac{BH=38}{HG=19} \\\\\\ \cfrac{HD}{EH}=\cfrac{2}{1}\implies \cfrac{HD}{15}=\cfrac{2}{1}\implies HD=30\hspace{5em}\stackrel{15~~ + ~~30}{ED=45} \\\\\\ \stackrel{\textit{keeping in mind that CF=39}}{\cfrac{CH}{HF}=\cfrac{2}{1}\implies \cfrac{CH}{HF}=\cfrac{2\cdot \frac{39}{2+1}}{1\cdot \frac{39}{2+1}}}\hspace{10em}\cfrac{CH=26}{HF=13}[/tex]

Answer: “Rate of change” just means “slope”. All of calculus is just ways to find the slope for curves. Find y at -5 and at -4 and calculate the slope.

Step-by-step explanation:

According to the information, Jonas realized that the four-digit sequence showing the distance traveled was the same sequence showing the time at 22h10min (question 25). Also, Lady Josephine removed 1/2 of impurities of the package of beans (question 26).

To calculate at what time Jonas realized the sequences of distance and time were the same we have to perform the following mathematics operation:

To calculate what fraction of the total amount of impurities was removed from package we have to perform the following mathematical operation:

According to the above, we can infer that 4% of impurities equals 50% or 1/2 of the total impurities in the package.

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The board can be rotated in 4 different ways (0, 90, 180, 270 degrees) and each of the four squares can be painted in 2 different ways (black or white). Since we can rotate the board, the order in which the squares are painted does not matter, so we must divide by the number of ways to rearrange the squares. So, there are (2^4) / 4 = 6 ways the board can be painted when we take rotations into account.

To calculate turnover, it is necessary to consider the departures and additions of people to the company in the period. Calculating turnover is quite simple: you need to add the number of admissions and the number of dismissals, then just divide by 2 and then divide by the total number of employees within your company.

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Answer:1.5 inches

Step-by-step explanation:

You can get 3/8 from 13/8 by subtraction. The solution is 10 / 8

In order to get 3/8 from 13/8 we would have to carry out a subtraction of fractions.

That is we would have: 13/8 - 3/8

take the lcm of the denominator

[tex]\frac{13 - 3}{8}[/tex]

= 10 / 8

Hence when we take 3 / 8 from 13 / 8, the solution that we would have would be from subtraction. This is 10 / 8

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The fraction of the original passengers remaining on the bus is 11/21.

A fraction is written in the form of p/q, where q ≠ 0.

Fractions are of two types they are proper fractions in which the numerator is smaller than the denominator and improper fractions where the numerator is greater than the denominator.

Given, A crowded bus makes several stops along a city street, with no passengers boarding the bus at any stop.

.At the 1st stop 1/3 of the passengers exit.

At the 2nd stop, 3/7 of the remaining passengers exit the bus.

Therefore, The fraction of the original passengers who remain on the bus is,

= [(1 - (1×1/3) - (1)×(1/3)×(3/7)].

= [ 1 - (1/3) - (3/21)].

= [ (2/3) - (3/21)].

= [(14 - 3)/21].

= 11/21.

So, 11/21 remains on the bus.

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The expression is factorized to give (x + 7) and (x + 7)

Factorization described a mathematical methods that consists of writing a number or mathematical object as a product of several other factors that are mostly simpler or smaller objects of the same kind.

Given the quadratic equation;

x² + 14x +49

Find the pair factors of 49 that sum up to 14, the numbers are 7 and 7

Now, substitute the numbers in the expression

x² + 7x + 7x + 49

Make into two expressions, we have;

(x² + 7x) + (7x + 49)

factor out the common terms, we get;

x(x + 7)+ 7(x + 7)

Then, we have;

(x + 7)

(x + 7)

Hence, the factorized form is (x + 7) and (x + 7)

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Answer:

The average minutes per song would be 3.

Answer: To solve a quadratic equation of the form ax^2 + bx + c = 0, there are several steps that Inga could use. Here are three options:

She could complete the square to rewrite the equation in the form (x + p)^2 = q.

She could use the quadratic formula: x = (-b +/- √(b^2 - 4ac)) / (2a).

She could factor the equation to rewrite it in the form (x + r)(x + s) = 0.

Option 1: Completing the square

To complete the square, Inga could add and subtract (b/2)^2 to the equation to get:

a(x^2 + bx + (b/2)^2) - (b/2)^2 = 0

Then, she could rewrite the equation in the form:

a(x + (b/2))^2 = (b/2)^2

Option 2: Using the quadratic formula

To use the quadratic formula, Inga could substitute the values of a, b, and c into the formula to get:

x = (-12 +/- √(12^2 - 4 * 2 * -3)) / (2 * 2)

= (-12 +/- √(144 + 24)) / 4

= (-

Step-by-step explanation:

Answer: The sum of the numbers from 1 to 400 that are divisible by 11 is equal to $11 \cdot 666 = 7326$.

Step-by-step explanation:

To find the sum of all the natural numbers from 1 to 400 that are not divisible by 11, we can first find the sum of all the natural numbers from 1 to 400, and then subtract the sum of all the natural numbers from 1 to 400 that are divisible by 11.

The sum of the natural numbers from 1 to 400 is equal to $\frac{400 \cdot 401}{2} = 80150$.

There are 400/11 = 36 numbers that are divisible by 11 between 1 and 400, inclusive. The sum of these numbers is equal to $11 + 22 + 33 + \dots + 396 = 11(1 + 2 + 3 + \dots + 36)$. The sum of the first 36 natural numbers is equal to $\frac{36 \cdot 37}{2} = 666$. Therefore, the sum of the numbers from 1 to 400 that are divisible by 11 is equal to $11 \cdot 666 = 7326$.

Subtracting the sum of the numbers that are divisible by 11 from the sum of all the numbers from 1 to 400 gives us a final answer of $80150 - 7326 = 72824$. This is not equal to 35840, as stated in the problem.

Answer:

--------------------------------

Use the sum of the first n terms formula for an AP:

The sum of all natural numbers from 1 to 400:

The greatest natural number less than 400 but divisible by 11:

Sum of the numbers divisible by 11:

Sum of the numbers not divisible by 11:

Answer:

Step-by-step explanation:

The domain and range of the function on the table are the ones in options B and C.

Domain: {-3, 1, 5, 7}

Range: {2, 4, 5, 9}

For a function y = f(x), we define the domain as the set of the inputs, this is, the set of the possible values of x.

On the other hand, the range is the set of the outputs, this is, the set of the possible values of y.

Then the domain is just the set of the values of x on the table:

Domain: {-3, 1, 5, 7}

And the range is the set of the values of y on the table:

Range: {2, 4, 5, 9}

Then the correct options are C and B.

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a) The function is continuous in it's entire domain.

b) The increasing and decreasing intervals for the function are given as follows:

A function f(x) is continuous at x = a if it is defined at x = a, and the lateral limits are equal, that is:

[tex]\lim_{x \rightarrow a^-} f(x) = \lim_{x \rightarrow a^+} f(x) = f(a)[/tex]

In this problem, we have a piece-wise function which has the definition changing at x = 2, hence the continuity must be studied at x = 2.

The lateral limits for the function in this problem are defined as follows:

The second limit is also equals to the numeric value at x = 2, due to the equal sign in the definition, hence the function is continuous at x = 2 and for all other values in the domain.

The intervals of increase and decrease are given as follows:

The function for this problem is the piece-wise function A(x).

Item a asks if the function is continuous.

Item b asks when the function is increasing and when it is decreasing.

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Answer:

Step-by-step explanation:

1 in a tenth of a million. I did the math with all the cards and how many are kinds diamonds or red or queens yk.

Given,

To Find : Amount the customer needs to pay for the discounted book

In order to convert Discount % to Discount we use the formula

[tex]D = \frac{25}{100} X36\\D = 9[/tex]

SP = 36 - 9

SP = $27

Answer:

a^4b^24

Step-by-step explanation:

We know, (xy)^n = x^ny^n. So,

(ab^6)^4 = a^4b^(6×4)

= a^4b^24

Therefore, the number of stickers David has in terms of d is d+10 and the number of stickers Matt has in terms of d is 2d-10.

A term is a phrase or statement that is used to convey a certain meaning. Rap, punk, grunge, and heavy metal are examples of words used to characterize certain musical genres. To the majority of people, at least, "sweetie" is a word of affection.

A phrase is a collection of words with significance but which is not usually a complete sentence. A set of words that form a sentence must have a topic.

We know that Matt has twice as many stickers as David, so if David has d stickers, then Matt has 2d stickers.

When Matt gives David 10 stickers, David has d+10 stickers and Matt has 2d-10 stickers.

So the number of stickers David has in terms of d is d+10 and the number of stickers Matt has in terms of d is 2d-10.

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The scale of measurement most reasonably applies to Confidence in Science is ordinal.

The basic  four scales used in measurements are continuous, discreet, ordinal and nominal. The continuous measurement scale is used to take the values in between a permitted range. For example weight, height, sales, rate etc.

In discreet measurements only take the whole numbers within a permitted range. For example, count of people, number of objects etc. Ordinary, logically ordered categorical values. For example, the size of clothes,

Nominal measurements include not logically ordered categorical values. For example, nationality, language etc.  The scale of measurements most reasonably applies to Confidence in Science is ordinal.

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If they leave the money from the first 8 years in the account and continue to contribute $200 at the end of each quarter for the next 19 years, the future value in the account to help with their child's college is $215,293.42.

The future value for this investment is computed in two separate solutions.

We have used an online finance calculator to facilitate the process.

The future value denotes the present deposits compounded at an interest rate.

Initial Deposits:

N (# of periods) = 32 quarters (8 years x 4)

I/Y (Interest per year) = 7.6%

PV (Present Value) = $0

PMT (Periodic Deposit) = $1,000

Results:

FV = $43,489.87

Sum of all periodic payments = $32,000.00

Total Interest = $11,489.87

Subsequent Deposits:

N (# of periods) = 76 quarters (19 years x 4)

I/Y (Interest per year) = 7.6%

PV (Present Value) = $43,489.87

PMT (Periodic Payment) = $200

Results:

Future Value (FV) = $215,293.42

Sum of all periodic payments = $15,200 ($200 x 76 quarters)

Total Interest = $156,603.55

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