1315) Imagine some DEQ: y'=f(x,y), which is not given in this exercise.
Use Euler integration to determine the next values of x and y, given the current values: x=2, y=8 and y'=9. The step size is delta_X= 5. 2 answers
Refer to the LT table. f(t)=6. Determine tNum,a,b and n. 4 answers

Using the ratio and proportion method, we find that if you spread a billion dollars worth of $100 bills over the ground, they would cover approximately 0.63 square miles.

To determine the area covered by a billion dollars worth of $100 bills using ratio and proportion, we can start with the fact that a single $100 bill has an area of approximately 1.11 square feet.

We can then set up a proportion to find the total area covered by a billion dollars worth of $100 bills:

1.11 square feet : 1 $100 bill :: x square feet : 1 billion dollars

To solve for x, we can cross-multiply and simplify:

1.11x = 1,000,000,000

x = 1,000,000,000 / 1.11

x = 900,900,900.9 square feet

Next, we can convert this area to square miles by dividing by the number of square feet in a square mile:

900,900,900.9 square feet / 5,280 x 5,280 square feet per square mile

= 0.63 square miles

Therefore, if you spread a billion dollars worth of $100 bills over the ground, they would cover approximately 0.63 square miles.

It's worth noting that this calculation assumes that the bills are perfectly flat and that they are spread out evenly without any overlap. In reality, the area covered would likely be somewhat less than this calculation, due to variations in the terrain and the irregular shape of the bills.

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The number of ways Chris can arrange the three cards is 6

What is a Set?

A set is the mathematical model for a collection of different things.

Given data ,

Number of cards Chris has S = { 5 , 9 , 0 }

Now from the set S , the number of ways the 3 numbers can be arranged is given be

E = {{5 , 9 , 0 } , { 5 , 0 , 9 } , { 9 , 5 , 0 } , { 9 , 0 , 5 } , { 0 , 5 , 9 } , { 0 , 9 , 5 }}

E denotes the total list of all the numbers Chris can make using the cards.

Hence , the number of ways Chris can arrange the three cards is 6

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Answer: x= 6

Step-by-step explanation:

Since the shape is a parallelogram, the angles will either be equal to each other or add up to 180.  

You can see they do not look the same so they add up to equal 180

12x + 3 +105 = 180

12x + 108 = 180

12x = 72

x = 6

The reason why this variable is geometric is that each digit in the row can be considered as an independent Bernoulli trial with probability of success p = 1/10, which is the probability that the digit is a 9. The number of trials needed until the first success

The random variable that follows a geometric distribution is the number of trials needed until the first success occurs in a sequence of independent and identical Bernoulli trials, where success has probability p and failure has probability q = 1-p.

Out of the four given random variables, the one that fits the above definition is "The number of digits in a randomly selected row until a 9 is found".

The reason why this variable is geometric is that each digit in the row can be considered as an independent Bernoulli trial with probability of success p = 1/10, which is the probability that the digit is a 9. The number of trials needed until the first success (i.e., the first occurrence of the digit 9) follows a geometric distribution.

The other three random variables do not fit the definition of a geometric distribution. The first one follows a hypergeometric distribution, the second one follows a binomial distribution, and the third one does not follow any well-known discrete distribution.

the complete question is :

Which of the following random variables is geometric?

The number of spades dealt from a shuffled deck of 52 cards in a seven-card hand

The number of heads when a coin is tossed 10 times

The number of digits in a randomly selected row until a 9 is found

The number of 8s in a row of 20 random digits

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The value of D is 49.1º to the nearest degree using the law of sines.

To solve for angle D, we can use the law of sines, which states that for any triangle with sides a, b, and c opposite angles A, B, and C respectively:

a/sin(A) = b/sin(B) = c/sin(C)

Using this formula, we can solve for angle D:

sin(D)/d = sin(F)/f

sin(D) = (d/f) × sin(F)

sin(D) = (76/20) × sin(17º)

sin(D) = 0.7588

Taking the inverse sine of both sides, we get:

D = \(sin^{-1}\) × (0.7588)

D = 49.1º (rounded to the nearest tenth of a degree)

The law of sines can have two possible solutions for an angle, depending on the triangle. However, in this case, since angle D is opposite the longer side (d), there is only one possible solution.

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Answer:

fractions: 3 and 3 fourths

               6 and one half

decimals: 5.6, 3.2

Step-by-step explanation:

Answer:

mars is 140 times farther than the moon

Step-by-step explanation:

hope this helped :-)

Step-by-step explanation:

First graph unit rate =   15 miles / 1 hr = 15 m/hr    ( 15 mph)

Second graph   46 miles / 2 hrs = 23 miles/hr   (23 mph)  

3000 is the LCM of 375 and 1000.

By determining the prime factorization of both a and b, the LCM (a,b) is determined. For LCM, as an example (12,30)

We learn,

12's prime factors are 2 2 3 in order.

The prime factors of 30 are 2, 3, and 5.

We take 2 2 3 5 = 60 using all prime numbers as frequently as each appears most frequently.

Consequently, LCM (12, 30) = 60.

Now,

How to locate LCM:

1. Determine 375's prime factorization, which is 375 = 3 5 5 5.

2. Determine the prime factors of the number 1000: 1000 = 2 2 2 2 5 5 5

3. To get the LCM, multiply each element by the higher number of times it appears in steps I or (ii) above:

LCM = 2 × 2 × 2 × 3 × 5 × 5 × 5

4. LCM = 3000

Hence, The LCM of 375 and 1000 is 3000.

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Answer:

3000

Step by step explanation

for 375=3×5×5×5

for 1000=2×2×2×5×5×5

Since 5 appears three times in the two numbers we use only one

L.C.M =2×2×2×3×5×5×5= 3000

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\(5 \frac{1}{4} + 1 \frac{3}{8} \)

Lets solve it

\(5 \frac{1}{4} + 1 \frac{3}{8} \)

\( \frac{21}{4} + \frac{11}{8} \)

Taking the LCM of both denominator which is 8

\( \frac{42 + 11}{8} \)

\( \frac{53}{8} \)

Hey ! there

Answer:

Step-by-step explanation:

In this question we are given with two whole fraction . And we are asked to simplify them by adding .

Solution : -

Step 1 : Converting the fractions into improper fraction :

\(\dashrightarrow \: \qquad \: \dfrac{21}{4} + \dfrac{11}{8} \)

Step 2 : We know that L.C.M of 4 and 8 is 8. So,

\(\dashrightarrow \: \qquad \: \dfrac{42 + 11}{8} \)

Step 3 : Adding 42and 11 :

\(\dashrightarrow \: \qquad \: \dfrac{53}{8} \)

Step 4 : Converting it in form of whole fraction :

\(\dashrightarrow \: \qquad \blue{\underline{\boxed{\frak{ \:6 \dfrac{5}{8} }}}} \quad\bigstar\)

Answer:

a) 2.5 km

b) 1836 m ≈ 1.8 km (rounded)

Step-by-step explanation:

a) just add the two distances of the vertical and horizontal road. 900m + 1600m = 2500m = 2.5 km

b) Apply Pythagoras (a²+b²=c², where a and b are the vertical and horizontal roads, and c is the diagonal road).

c = √(1600²+900²) ≈ 1836m (rounded)

Answer:

Slope = 2 Y-Intercept = (0, 3)

Step-by-step explanation:

Slope : \(\frac{Rise}{Run}\)  which is \(\frac{y2 - y1}{x2 - x1}\) from two points: point1 (x1 , y1) and point2 (x2, y2).

For the purpose of getting the slope I will be using point (0, 3) as point 1

and point (-3, -3) as point 2.

If you plug in 0 as x1, 3 as y2, -3 for x2, and -3 for y2:

\(\frac{-3 - 3}{-3 - 0}\) = \(\frac{-6}{-3}\) = 2

Y-Intercept: The y intercept is the point where the line is touching the y axis. Which in this graph, there is only point (0,3).

Mr. Merkel contributes $159.00 at the end of each six months, which means there are 40 contributions over the 20-year period. The interest rate is 3% per annum, compounded annually.

Using the formula for compound interest, the future value (FV) of the RRSP can be calculated as:

FV = P * (1 + r)^n

Where P is the contribution amount, r is the interest rate per period, and n is the number of periods.

Substituting the given values, we have P = $159.00, r = 3% = 0.03, and n = 40.

FV = $159.00 * (1 + 0.03)^40

Evaluating the expression, we find that Mr. Merkel will have approximately $10,850.58 in the RRSP after 20 years.

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Answer:

AB + BC + CA

Step-by-step explanation:

12b-8 + 12b- 8 + 9b+8

33b - 8

Answer:

2x+5

Step-by-step explanation:

X represents the number in "2 times a number." You could insert any number into x.

The volume of water in the ocean is estimated to be approximately 1,332,000,000,000,000,000 liters.

The Earth's oceans cover about 71% of the planet's surface and contain a vast amount of water. To calculate the volume of water in the ocean, we need to consider the average depth and the total surface area of the oceans.

The average depth of the ocean is estimated to be around 3,800 meters. The total surface area of the oceans is approximately 361,900,000 square kilometers. By multiplying the average depth by the surface area, we can find the volume of water.

Volume = Average Depth × Surface Area

Using the given values, we have:

Volume = 3,800 meters × 361,900,000 square kilometers

To convert this volume to liters, we need to consider that 1 cubic meter is equal to 1,000 liters. Therefore, we can multiply the volume in cubic meters by 1,000 to obtain the volume in liters.

Calculating the above expression, we find that the volume of water in the ocean is approximately 1,332,000,000,000,000,000 liters. This is an estimation and may vary slightly depending on the sources and assumptions used for average depth and surface area calculations.

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The correct values for a, b, c, d, and e are a = 16, b = 29, c = 24, d = 22, and e = 30 for group of 75 students on asking whether they like Algebra or Geometry.

For the values of a, b, c, d, and e, we can use the information provided in the table. Let's break it down step-by-step:

We are given that a total of 75 math students were surveyed. Therefore, the total number of students should be equal to the sum of the students who like algebra, the students who like geometry, and the students who do not like either subject.

75 = 45 (Likes Algebra) + 53 (Likes Geometry) + 6 (Does Not Like Either)

Simplifying this equation, we have:

75 = 98 + 6

75 = 104

This equation is incorrect, so we can eliminate options c and d.

Now, let's look at the information given for the students who do not like geometry. We know that a + b = 6, where a represents the number of students who like algebra and do not like geometry, and b represents the number of students who do not like algebra and do not like geometry.

Using the correct values for a and b, we have:

16 + b = 6

b = 6 - 16

b = -10

Since we can't have a negative value for the number of students, option a is also incorrect.

The remaining option is option e, where a = 29, b = 16, c = 24, d = 22, and e = 30. Let's verify if these values satisfy all the given conditions.

Likes Algebra: a + c = 29 + 24 = 53 (Matches the given value)

Does Not Like Algebra: b + d = 16 + 22 = 38 (Matches the given value)

Likes Geometry: c + d = 24 + 22 = 46 (Matches the given value)

Does Not Like Geometry: b + e = 16 + 30 = 46 (Matches the given value)

All the values satisfy the given conditions, confirming that option e (a = 29, b = 16, c = 24, d = 22, and e = 30) is the correct answer.

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Answer:

At both 0.78 and 1.3 seconds, to the nearest hundredth, the ball will be at 20 feet.  

Step-by-step explanation:

We can use two approaches to finding the answer:  Calculation and Graphing.

Calculation:

Set h to 20 feet and solve the equation using the quadratic formula.

h= 4 + 33t - 16t^2

20= 4 + 33t - 16t^2

- 16t^2 + 33t + 4 = 20

- 16t^2 + 33t + -16 = 0

Solve using the quadratic formula.  I find solutions of 0.779 and 1.28 seconds.

Graphing:

See the attached graph.

The ball is at 20 feet at 0.783 seconds on the way up and 1.28 seconds on the way back down.

===

Both approaches agree:  0.78 and 1.3 seconds, to the nearest hundredth, the ball will be at 20 feet.  

Answer:

h(x)+1/2x+2

Step-by-step explanation:

x = -2
y = 3

\(-4x-2y=2\\ -4x+y=11\)

Subtract the two equations

\(-4x-2y-(-4x+y)=2-11\)

Remove parentheses

\(-4x-2y+4x-y=2-11\)

Cancel one variable

\(-2y-y=2-11\)

Combine like terms

\(-3y=2-11\)

Calculate the sum or difference

\(-3y=-9\)

Divide both sides of the equation by the coefficient of variable

\(y=\frac{-9}{-3}\)

Determine the sign for multiplication or division

\(y=\frac{9}{3}\)

Cross out the common factor

\(y=3\)

Substitute into one of the equations

\(-4x+3=11\)

Rearrange variables to the left side of the equation

\(-4x=11-3\)

Calculate the sum or difference

\(-4x=8\)

Divide both sides of the equation by the coefficient of variable

\(x=-\frac{8}{4}\)

Cross out the common factor

\(x=-2\)

The solution of the system is

\(x=-2\\ y=3\)

I hope this helps you

:)

Answer:

The average distance between the Earth and the Moon is 384 400 km (238 855 miles). The Moon's elliptical orbit with the distances at apogee and perigee.

The average distance between Earth and the Moon is 384 400 km (238 855 miles). the moon's elliptical orbit and the distances between its apogee and perigee.

Distance is a measurement of how far apart two things or points are, either numerically or occasionally qualitatively.

The distance can refer to a physical length in physics or to an estimate based on other factors in common usage.

The term is also frequently used metaphorically to denote a measurement of the degree of separation between two similar objects (such as statistical distance between probability distributions or edit distance between strings of text).

This is because spatial cognition is a rich source of conceptual metaphors in human thought (as exemplified by the distance between people in a social network).

Earth and the Moon are typically separated by 384 400 km (238 855 miles). The elliptical orbit of the moon with its apogee and perigee distances.

Therefore, the average distance between Earth and the Moon is 384 400 km (238 855 miles). the moon's elliptical orbit and the distances between its apogee and perigee.

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Answer:

x = 2

Step-by-step explanation:

3x - x = 4

2x = 4

x = 2

Answer:

x=2

Step-by-step explanation:

The points are basically numbers and use those points to help you figure out which equation is true or in you case best models the graph.

Answer:

Option (D) is correct

Step-by-step explanation:

Hope this helped if so please leave a rating! :)

THANKS

Answer: you already put the answer P+c=9

18c = 252

Step-by-step explanation:

Answer:

-2.2

Step-by-step explanation:

m = y2 - y1/ x2- x1

m = -5 - 6/ 2 --3

m = -11/5

m = -2.2

the Area will be 280 inch².

What is are of triangle?

The territory included by a triangle's sides is referred to as its area. Depending on the length of the sides and the internal angles, a triangle's area changes from one triangle to another. Square units like m2, cm2, and in2 are used to express the area of a triangle.

The base of triangle = 20inch

The height of triangle  = 14inch

Area is = (base * height) =  (20*14)

Area = 280 inch²

Hence the Area will be 280inch²

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For the quadrilateral ABCD the statement which proves that this quadrilateral is not a rectangle is (a) The slope of CD is "(-5-1)/(-5-5) = 3/5", and the "slope of DA is [3-(-5)]/[-3-(-5)] = 8/2", these "two-segments" are not perpendicular , so the shape is not a rectangle;

The coordinates of the "four-vertices" of the quadrilateral ABCD are :

A(-3,3), B(2,6), C(5, 1), D(-5,-5);

To prove whether the quadrilateral is a rectangle or not, we need to show that its adjacent sides are perpendicular and its diagonals are congruent.

In this question, we are given the coordinates of the four vertices of the quadrilateral.

To determine if it's a rectangle, we use the slope formula to find the slopes of the sides of the quadrilateral. If slopes of adjacent sides are "negative-reciprocals" of each other, then they are perpendicular. If the slopes of the diagonals are equal, then they are congruent.

Using the given coordinates, we find that the slope of CD is = (-5-1)/(-5-5) = 3/5, and

The slope of DA is = [3-(-5)]/[-3-(-5)] = 8/2. These two slopes are not negative reciprocals of each other, so CD and DA are not perpendicular.

So, the quadrilateral is not a rectangle.

Therefore, the correct option is (a).

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The given question is incomplete, the complete question is

The coordinates of the "four-vertices" of the quadrilateral ABCD are :

A(-3,3), B(2,6), C(5, 1), D(-5,-5);

Which statement proves whether or not this quadrilateral is a rectangle?

(a) The slope of CD is (-5-1)/(-5-5) = 3/5, and the slope of DA is 3-(-5)/-3-(-5)=8/2, these two segments are not perpendicular , so the shape is not a rectangle;

(b) The slope of AB is (6-3)/(2-(-3) = 3/5, and slope of BC is (6-1)/(2-5) = -5/3, these two segments are perpendicular , so the shape is a rectangle;

(c) The slope of BC is (6-1)/(2-5) = -5/3, and slope of CD is (-5-1)/(-5-5) = 3/5, these two segments are not perpendicular, so the shape is not a rectangle;

(d) The slope of AB is (6-3)/(2-(-3) = 3/5, and slope of CD is (-5-1)/(-5-5) = 3/5, these two segments are perpendicular , so the shape is a rectangle;

The area of the triangular yard is 7000 ft².

The entire area enclosed by three sides of a triangle is the area of it.

Given,

The base of the triangle is 200 feet and the height of the triangle is 70 feet.

Therefore, the area of the triangle

= (1/2) × base of the triangle × height of the triangle =  (1/2) × 200 × 70 ft² = 7000 ft².

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Answer:

H

Step-by-step explanation:

The tiny squares equal to 12 already so it is already greater therefore x=0

The correct answer is d) To avoid a large number of classes with very small frequencies.

Unequal class intervals are sometimes used in a frequency distribution to avoid a large number of classes with very small frequencies. This can occur when the data range is very large or when there is a lot of variability in the data.

For example, if we have a dataset with values ranging from 0 to 1000, using equal class intervals of size 100 would result in 10 classes. However, if the data is skewed and most of the values fall in the lower range, many of the classes may have very small frequencies. Using unequal class intervals can help group the data in a way that results in more meaningful class frequencies.

Additionally, unequal class intervals can be used to better represent the distribution of the data. For example, if there is a cluster of values around a certain range, using a smaller class interval around that range can provide more detail and information about the data distribution.

Therefore, the correct answer is d) To avoid a large number of classes with very small frequencies.

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