5% of what number is 19​

Answer:

i think you have find the equation so you should probably get 12

Step-by-step explanation:

The equation is:  \((5x² - y²) dx + (xy - 2x³y) dy = 0\) The equation is separable, since it can be put in the form g(x)dx + f(y) dy = 0, where g(x) = 5x² - y² and f(y) = xy - 2x³y.  Since this is a homogeneous equation, we use the substitution y = vx. Taking the derivative of y with respect to x gives:

\(`y' = v + xv'` We then get: `(5x² - (vx)²) dx + (xvx - 2x³(vx)) (v + xv')\)

dx = 0`Simplifying this expression by factoring x² from the second term on the left side and dividing through by the common factor x gives: \(`(5 - v²) dx + (v - 2vx²) dv = 0`\) This equation is separable and can be solved by integration. First we divide through by (5 - v²) and integrate both sides:

`∫(5-v²)dx + ∫(v-2vx²)dv = C1`Simplifying the integral yields: \(`5x - (1/3)v³ - 2x²v² = C1`Since y = vx\), the expression above can be written in terms of x and y:`5x - (1/3)y³/x³ - 2x²y²/x² = C1`Multiplying through by x³ gives:`5x⁴ - y³ - 2x⁵y² = C1x³`Rearranging the terms gives the implicit solution:\(`F(x,y) = 5x⁴ - y³ - 2x⁵y² = C1x³`\)where C1 is an arbitrary constant.

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Answer:

25%

Step-by-step explanation:

25 - 20 = 5

20/4 = 5

100 / 4 = 25

Answer:

20+25%=25% Ali Has increased 25%

Answer:3,500

Step-by-step explanation:

In mathematics, "\(a^2\)" denotes the square of a number or variable "a." It is calculated by multiplying "a" by itself.

4For example, if "a" is 5, then a^2 would be 5*5, which equals 25. When "a" represents a positive number, its square is always positive.

If "a" is negative, its square is still positive since a negative multiplied by a negative results in a positive.

In geometrical terms, if "a" represents the length of the side of a square, then a^2 represents the area of that square. This notation is part of the general concept of exponentiation.

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The Question in English

What does a^2 mean in mathematics

In calculus, the limits to infinity degree rules are a set of guidelines used to evaluate limits of functions that approach infinity or negative infinity as the input variable approaches a particular value.

The limits to infinity degree rules can be summarized as follows:

If a polynomial function has the same degree in both the numerator and denominator, then the limit as x approaches infinity (or negative infinity) is equal to the ratio of the leading coefficients.

If the degree of the numerator is less than the degree of the denominator, then the limit as x approaches infinity (or negative infinity) is equal to zero.

If the degree of the numerator is greater than the degree of the denominator, then the limit as x approaches infinity (or negative infinity) is equal to either positive infinity or negative infinity, depending on the signs of the leading coefficients.

However, it is important to note that these rules have limitations and may not always be applicable. For example, they may not apply to functions that involve trigonometric functions or logarithmic functions. In these cases, other techniques such as L'Hopital's rule or algebraic manipulation may be needed to evaluate the limit.

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Answer:

midpoint = (3,3.5)

distance = 5

Step-by-step explanation:

midpoint = (x1+X2/2, y2+y2/2)

=(5+1/2, 5+2/2)

=(6/2, 7/2)

=(3, 3.5)

distance= √(x2-x1)^2 -(y2-y1)^2

=√(1-5)^2 -(2-5)^2

= √ 16+9 =√25 =5

Answer: A

Step-by-step explanation:

Flame length = l

Fire speed = s

In graph d, when l = 10, s does not equal 2.

It is eliminated.

In graph b, when l = 35, s=8, but in the graph, when l=30, s=8.

It is eliminated.

In graph c, when l=50, s=9, but in the graph when l=55, s=9.

It is eliminated.

The correct answer is a.

Answer:

(-2, -3)

Step-by-step explanation:

4 - 2 =2 + 1= 3 welcome :)

Answer:

3x +6

Step-by-step explanation:

(4x+7) - (x+1)

Distribute the minus sign

(4x+7) - x-1

Combine like terms

4x -x +7-1

3x +6

If the variances of each group are found to be similar using an appropriate statistical test, then we can assume that the variance in each group is the same.

Many statistical tests, such as the two-sample t-test, require the assumption of equal variances. If the variances are not equal, the findings of the test may be erroneous, resulting in wrong conclusions. As a result, it is critical to examine the variances before running the statistical tests. There are several statistical methods available to assess variance equality, including Levene's and Bartlett's tests.

These tests assess the variability within each group to see if they are statistically different. If the test p-value is larger than the significance level, which is commonly 0.05, we fail to reject the null hypothesis and assume equal variances in each group.

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Answer:

30 km/h car

Step-by-step explanation:

From analysis the   car traveling at 30 km/h has greater kinetic energy

we can deduce it from the expression of kinetic energy which is

\(KE=\frac{1}{2} mv^2\)

Assuming the mass m= 1 kg

For the 30 km/h

\(KE=\frac{1}{2}*1*30^2 \\\\KE=\frac{1}{2}*1*900\\\\\KE=450 J\)

For the 15 km/h

\(KE=\frac{1}{2}*2*15^2 \\\\ KE=\frac{1}{2}*2*225 \\\\\ KE=\frac{1}{2}*450 J\\\\\ KE=225 J\)

Though the kinetic energy is a function of mass and velocity, but from our analysis the faster moving object has more KE

The result of true and false is-

a) True: J and J' are opposite of y axis.

b) False: Location of L' is (-3, -4).

c) True: N and N' are at same distance.

d) False: L' is at 3 unit above x axis.

As per the given graph;

Part a: True: J and J' are opposite of y axis.

It is clear from the graph that J and J' lies on the opposite side of Y-axis.

The coordinate of J = (2, -6) and J' = (2, 6).

Part b: False: The location of L' is not (-3, -4)

The correct Location of L' is (3, 4) as seen from the graph.

Part c: True: N and N' are at same distance.

The coordinates of N and N' are (5, -5) and (5, 5).

Thus, they are at the same distance from the both axis.

Part d: False: L' is at 3 unit above x axis.

Point L' lies at the distance of 4 units from the x axis.

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The probability of drawing at least one ace when you draw from a standard deck 25 times is 0.8648

Number of Aces in deck = 4

The probability that they pick no ace in one trail

= (52 - 4) / 52

= 48 / 52

= 12 / 13

The probability that the picks no ace in 25 trials are

= (12/35)²⁵

The probability of drawing at least one ace when we draw from a standard deck 25 times

= 1 -  (12/35)²⁵ = 0.8648

Indeed, it is conceivable you could wind up drawing a king rather than a queen from those 52 cards as you might attract a queen on the first go.

Hence the probability of drawing at least one ace when you draw from a standard deck 25 times is 0.8648.

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(a) Using the fact that (1, 0) + (1, 0) = (0, 0), we can deduce that (1, 0) (1, 0) is either (1, 0) or (0, 0).

Let's consider the possible values for (1, 0) (1, 0) by multiplying them component-wise:

(1, 0) (1, 0) = (1 * 1 mod 2, 0 * 0 mod 3) = (1, 0)

Therefore, (1, 0) (1, 0) is equal to (1, 0).

(b) The fact that (0, 1) + (0, 1) + (0, 1) = (0, 0) tells us that the possible values of (0, 1) (0, 1) should sum to the additive identity (0, 0) when added three times.

Let's consider the possible values for (0, 1) (0, 1) by multiplying them component-wise:

(0, 1) (0, 1) = (0 * 0 mod 2, 1 * 1 mod 3) = (0, 1)

However, if we add (0, 1) three times, we get:

(0, 1) + (0, 1) + (0, 1) = (0, 1) + (0, 1) = (0, 2) ≠ (0, 0)

Therefore, there is no possible value for (0, 1) (0, 1) that satisfies (0, 1) + (0, 1) + (0, 1) = (0, 0).

(c) The possible values of (1, 0) (0, 1) can be found by multiplying them component-wise:

(1, 0) (0, 1) = (1 * 0 mod 2, 0 * 1 mod 3) = (0, 0)

Therefore, the only possible value of (1, 0) (0, 1) is (0, 0).

(d) No, there does not exist a field with 6 elements. In order to be a field, a structure must satisfy certain properties, such as the existence of multiplicative inverses for non-zero elements. However, in the case of Z2 × Z3, none of the non-zero elements have multiplicative inverses.

In Z2 × Z3, only (1, 0) has a multiplicative identity, but it does not have a multiplicative inverse. The element (0, 1) does not have a multiplicative inverse either.

Therefore, Z2 × Z3 does not form a field with 6 elements.

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The conversion rate is the proportion of sales leads that become paying clients, or the proportion of clients who make a purchase.

The percentage of sales leads that become actual customers, or customers who make a purchase, is known as the conversion rate. It is a crucial number for e-commerce companies since it allows them to assess the success of their sales and marketing initiatives.  The conversion rate is derived by dividing the total number of leads by the number of successful sales or conversions. It gauges how effectively a website converts leads into paying clients. Companies can improve their websites and marketing tactics to raise conversion rates by measuring conversion rates and identifying areas for improvement. Additionally, businesses can utilise conversion rate to assess the efficiency of various marketing initiatives and campaigns and identify the ones that are most successful at generating sales.

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The ratio of cranberry juice to apple juice to orange juice in its simplest form is 1 : 2 : 3.

We have,

Let's assume that the drink contains a total of x units of liquid.

Now,

1/3 of the drink is apple juice, which is (1/3)x units of apple juice.

1/2 of the drink is orange juice, which is (1/2)x units of orange juice.

The rest of the drink is cranberry juice, which is x - (1/3)x - (1/2)x = (1/6)x units of cranberry juice.

To write the ratio of cranberry juice to apple juice to orange juice in its simplest form, we need to express these quantities in terms of a common unit.

So,

(1/3)x = (2/6)x

(1/2)x = (3/6)x

(1/6)x = (1/6)x

Therefore,

The ratio of cranberry juice to apple juice to orange juice is:

(1/6)x : (2/6)x : (3/6)x

Simplifying this ratio by dividing all terms by the greatest common factor of 6.

1 : 2 : 3

Therefore,

The ratio of cranberry juice to apple juice to orange juice in its simplest form is 1 : 2 : 3.

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The altitudes, the medians, and the angle-bisectors are distinct for the congruent sides but coincident for the base. Hence, 7 lines.

Now, According to the question:

Altitude. A line segment joining a vertex of a triangle with the mid-point of the opposite side. An altitude is a perpendicular line segment drawn from a vertex of a triangle to the opposite side. It divides the opposite sides into two equal parts.

A Median of a triangle is a straight line segment which is drawn from the vertex of a triangle to the middle point of the opposite side. It splits the opposite side of the triangle into two equal line segments. That means we know that it's a median if we have got those equal line segments.

The altitudes, the medians, and the angle-bisectors are distinct for the congruent sides but coincident for the base. Hence, 7 lines.

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the matrix has one real eigenvalue of algebraic multiplicity.

[1-λ     k

1        -7-λ]     =(1-λ)(-7-λ)-(1)(k) = λ² +6λ -(k+7)

Mathematics has several different subfields, including algebra. Algebra is the study of mathematical symbols and the rules for using them in formulas; it is a common thread that runs through practically all of mathematics.

Since many applications of mathematics include the manipulation of variables, which are frequently represented by Roman letters, elementary algebra is a prerequisite. For the most part in education, the study of algebraic structures like groups, rings, and fields is referred to as abstract algebra (the term is no more in common use outside the educational context). In contemporary presentations of geometry, linear algebra—which deals with linear equations and linear mappings—is used.

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Since, Alice ate 5 cookies and 2 carrots for a total of 590 calories; bob ate 3 cookies and 4 carrots for a total of 410 calories. Therefore, In a cookie there are 110 calories.

A calorie is a unit of energy that food and drink provide. we can usually find out how many calories are listed in foods, and wearables like the best fitness trackers let you monitor how many calories you're burning in different activities. Certain foods, such as processed foods, tend to be high in calories. Other foods, such as fresh fruits and vegetables, tend to be low in calories. there is not. Calories are needed to give you enough energy to move, keep warm, grow, work, think, and play. Our circulation and digestion also need to work well with the energy we get from calories.

Let x = calories in cookies.

     y = calories in carrots.

Now, according to the question:

     5x + 2y = 590                   --------------------------------------- (1)

     3x + 4y = 410                    -------------------------------------- (2)

Multiplying equation(1) by 3 and equation(2) by 5:

         15x + 6y = 1770                       ---------------------------(3)

         15x + 20y = 2050                   ---------------------------(4)

Solving we get:

    y = 280/14

or, y = 20 units.

Putting the value of y = 20 in equation (2)

    3x + 4y = 410

⇒  3x + 4 × 20 = 410

⇒ 3x = 410 - 80

⇒ x = 330/3

⇒ x = 110 Units

Therefore, the calories of cookies is 110 units .

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Answer:

The range of the function is all real numbers greater than or equal to -1.

Step-by-step explanation:

Second order polynomials are continous and have an absolute maximum or minimum that restricts the set of the range associated with the function. A fair approach to estimate the range is rewritting the expression into parabola form, which is:

\(y - k = C \cdot (x-h)^{2}\)

Where:

\(C\) - Vertix parameter, dimensionless. If \(C > 0\), then vertix is an absolute minimum, but if \(C < 0\), vertix is an absolute maximum.

\(x\) - Independent variable, dimensionless.

\(y\) - Dependent variable, dimensionless.

\(h\) - Location of the vertix with respect to the independent variable, dimensionless.

\(k\) - Location of the vertix with respect to the dependent variable, dimensionless. This value restrics the set corresponding to the range of the polynomic function.

First, we have to expand polynomial into its standard form:

\(y = (x-4)\cdot (x-2)\)

\(y = x^{2}-6\cdot x +8\)

Now, we are going to complete the square and factorize the resultant expression until parabola form is obtained:

\(y = x^{2}-6\cdot x + 9 -9 + 8\)

\(y = (x-3)^{2} -1\)

\(y + 1 = 1 \cdot (x-3)^{2}\)

Since the vertix parameter is positive, then vertix is an absolute minimum. The location of the vertix with respect ot the depedent variable is \(k = -1\). Therefore, the range of the function is all real numbers greater than or equal to -1.

Answer:

B

Step-by-step explanation:

It only has numbers less than 1, when multiplying that means you can't get over 1

the answer is B

hope this helps : )

Answer:

(-2, 4, 2)

Where x = -2, y = 4, and z = 2.

Step-by-step explanation:

We are given the system of three equations:

\(\displaystyle \left\{ \begin{array}{l} 4x -y -2z = -8 \\ -2x + 4z = -4 \\ x + 2y = 6 \end{array}\)

And we want to find the value of each variable.

Note that both the second and third equations have an x.

Therefore, we can isolate the variables for the second and third equation and then substitute them into the first equation to make the first equation all one variable.

Solve the second equation for z:

\(\displaystyle \begin{aligned} -2x+4z&=-4 \\ x - 2 &= 2z \\ z&= \frac{x-2}{2}\end{aligned}\)

Likewise, solve the third equation for y:

\(\displaystyle \begin{aligned} x+2y &= 6\\ 2y &= 6-x \\ y &= \frac{6-x}{2} \end{aligned}\)

Substitute the above equations into the first:

\(\displaystyle 4x - \left(\frac{6-x}{2}\right) - 2\left(\frac{x-2}{2}\right)=-8\)

And solve for x:

\(\displaystyle \begin{aligned} 4x+\left(\frac{x-6}{2}\right)+(2-x) &= -8 \\ \\ 8x +(x-6) +(4-2x) &= -16 \\ \\ 7x-2 &= -16 \\ \\ 7x &= -14 \\ \\ x &= -2\end{aligned}\)

Hence, x = -2.

Find z and y using their respective equations:

Second equation:

\(\displaystyle \begin{aligned} z&=\frac{x-2}{2} \\ &= \frac{(-2)-2}{2} \\ &= \frac{-4}{2} \\ &= -2\end{aligned}\)

Third equation:

\(\displaystyle \begin{aligned} y &= \frac{6-x}{2}\\ &= \frac{6-(-2)}{2}\\ &= \frac{8}{2}\\ &=4\end{aligned}\)

In conclusion, the solution is (-2, 4, -2)

Answer:

x = -2

y =4

z=-2

Step-by-step explanation:

4x−y−2z=−8

−2x+4z=−4

x+2y=6

Solve the second equation for x

x = 6 -2y

Substitute into the first two equations

4x−y−2z=−8

4(6-2y) -y -2 = 8  

24 -8y-y -2z = 8

-9y -2z = -32

−2(6-2y)+4z=−4

-12 +4y +4z = -4

4y+4z = 8

Divide by 4

y+z = 2

z =2-y

Substitute this into -9y -2z = -32

-9y -2(2-y) = -32

-9y -4 +2y = -32

-7y -4 = -32

-7y =-28

y =4

Now find z

z = 2-y

z = 2-4

z = -2

Now find x

x = 6 -2y

x = 6 -2(4)

x =6-8

x = -2

The surface area of rectangular prism is 346 square meters.

Given the figure is rectangular prism.

We know that the surface area of rectangular prism with length L, width W and height H is = 2(LW+WH+LH)

Given that the length of prism = 5 m

Width of prism = 17 m

Height of prism = 4 m

So the total surface area of the rectangular prism is given by,

= 2 [5*17 + 17*4 + 4*5]

= 2 [85 + 68 + 20]

= 2*173

= 346 square meters

Hence the surface area of rectangular prism is 346 square meters.

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Answer:

3, 6, 15, 17, 21.

Step-by-step explanation:

Brainliest?

Answer: y=1.75

Step-by-step explanation:

STEP 1:

y=40-8.5x

Substitute x for 4.5.

y=40-38.25

STEP 2:

Simplify.

y=1.75

Hope this helps :)

cosαcotβ+sinα is equivalent to cos(α+β)/cosβ for all values of α and β for which cos(α+β)/cosβ is defined. Therefore, the correct option 1.

Using the sum of angles formula for cosine and the definition of cotangent, we can derive the equivalent expression.

cos(α+β) = cosαcosβ - sinαsinβ (sum of angles formula for cosine)

cotβ = cosβ/sinβ (definition of cotangent)

Now, divide cos(α+β) by cosβ:

cos(α+β)/cosβ = (cosαcosβ - sinαsinβ)/cosβ

To simplify, we can separate the terms:

= (cosαcosβ)/cosβ - (sinαsinβ)/cosβ

= cosα(cotβ) - sinα(sinβ/cosβ)

Now, since tanβ = sinβ/cosβ, we can rewrite the expression as:

= cosαcotβ + sinα

Hence, the equivalent expression is cosαcotβ+sinα which corresponds to option 1.

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