A cable hangs between two poles 12 yards apart. The cable forms a catenary that can be modeled by the equation y =12 cosh (x/12) - 9 between x = -6 and x = 6. Find the area under the catenary. Round your answer to four decimal places. Area = yards?

Answer

Option A is correct.

B' (15, 6) is the answer.

Explanation

To dilate a given coordinate (x, y) about the origin by a scale factor of n, we will obtain (nx, ny).

So, for the given coordinate (5, 2), dilating by the scale factor of 3, we will obtain

B (5, 2) = B' (5×3, 2×3) = B' (15, 6)

Hope this Helps!!!

Answer:

7 packs

Step-by-step explanation:

2.75p < 20

Divide both sides by 2.75

2.75p/2.75 < 20/2.76

Simplify

p = 7.27 (27 repeating)

Round

p = 7

Answer:

24:8.

Step-by-step explanation:

24:8.

Answer:

3 times more

Step-by-step explanation:

Answer:

66.6%

Step-by-step explanation:

Step one

given

A coat at a store is originally priced at $54.99

The store marks down the price down to $32.99

Required

the percent decrease

Step two:

the percent decrease= change in price/ old price*100

the percent decrease= 54.99-32.99/54.99*100

the percent decrease= 22/ 32.99*100

the percent decrease= 0.666*100

the percent decrease= 66.6%

Answer:66.6%

Step-by-step explanation:Step one

given

A coat at a store is originally priced at $54.99

The store marks down the price down to $32.99

You should have started the building on the opposite ray; you started it on the incorrect ray. It divides R into two parts

Draw an arc across both of the angle's rays beginning at the vertex.Draw a new set of intersecting arcs from each pair of existing arcs.The angle bisector is created by drawing a line from the vertex to the intersection.

A line that bisects or splits an angle into two equal halves is called an angle bisector. If the angle's measurement is known, all we would need to construct an angle bisector geometrically is a ruler, pencil, compass, and protractor. An angle bisector can cut any angle in half.Make an arc that touches both sides. Place the cursor where the arc meets the horizontal side. On the inside of the angle, make a second arc mark.

The correct answer is option d)You started the construction the wrong ray, you should have started on the other.

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Answer

x = − 4,− 10

Step-by-step explanation:

Move all terms to the left side and set equal to zero. Then set each factor equal to zero.

Answer:

3 units

Step-by-step explanation:

Key skill in learning to walk involves: A. stabilizing balance on one leg.

In Medicine, a motor skill is a bodily function that describes the ability of the body of an individual to perform specific movements, in order to perform a certain task.  

Generally speaking, some examples of the tasks that are performed by using motor skills include the following:

In conclusion, the ability of an infant to stabilize balance on one leg is a key motor skill that must be developed in order for him or her to walk.

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Answer: stabilizing balance on one leg

Step-by-step explanation:

7.5 × 10 ^6

hope it helps!

we get that

b, i think is b and im to crazy to right the solution :))

Answer:

(1.50-.50)x

Step-by-step explanation:

Answer:

x^2-5x + 6

Step-by-step explanation:

Here, we want to expand the given expressions

To do this, we multiply each term in the first bracket with each term in the second

We then proceed to collect like terms

We have this as;

x(x-3) - 2(x-3)

= x^2 - 3x -2x + 6

= x^2 -5x + 6

The given graph that is in pictorial form is a function. Hence, Option A is correct.

Drawing a function's representation as a curve on a coordinate plane is known as graphing. Every point on a curve (or graph) that represents a function fulfils the function equation.

See if any vertical lines that were drawn touch the curve more than once by carefully examining the graph. The graph does not represent a function if there is any such line. The graph does reflect a function if no vertical line can cross the curve more than once.

An ordered set of pairs or a continuous line can both be used to represent a function on a graph.

Therefore,  given graph that is in pictorial form is a function. Option C is correct.

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Answer:

m= -2000

Step-by-step explanation:

\( \frac{ - 900}{0.45} = m \\ = > \frac{ - 90000}{45} = m \\ = > m \: = - 2000\)

Using the volume x³ + 10x² + 19x  - 30, the missing side of the rectangular prism is (x + 6)

Two sides of a rectangular prism are x + 5 and x - 1. The volume of the rectangular prism is given as x³ + 10x² + 19x  - 30.

Let's find the missing side of the rectangular prism.

Therefore,

volume of a rectangular prism = lwh

where

Therefore,

volume of the prism = x³ + 10x² + 19x  - 30

Let's factorise it to find the missing side length

x³ + 10x² + 19x  - 30  = 0

(x - 1)(x² + 11x + 30)

let's factorise x² + 11x + 30

x² + 11x + 30

x² + 5x + 6x + 30

x(x + 5) + 6(x + 5)

(x + 6)(x + 5) = 0

Therefore, the side length of the rectangular prism are (x - 1), (x + 5) and (x + 6)

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Answer:

54v+36

Step-by-step explanation:

(6+9v)(6)

=(6+9v)(6)

=(6)(6)+(9v)(6)

=36+54v

=54v+36

hope this helps :)

The difference in altitude between 4,367 feet on a mountain peak and -281 feet on a valley floor can be calculated by subtracting the elevation of the valley floor from the elevation of the mountain peak.

To find the difference, we subtract the lower elevation from the higher elevation:

4,367 feet - (-281 feet)

To subtract a negative number, we can change it to a positive by adding the absolute value of the negative number:

4,367 feet + 281 feet

Adding these numbers gives us:

4,648 feet

So, the difference in altitude between the mountain peak and the valley floor is 4,648 feet.

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Answer:

1

Step-by-step explanation:

= 21/21

= 1

Answer:

90

Step-by-step explanation:

let the number to be found be x then

23 \(\frac{1}{3}\) % of x = 21  ( change mixed number to improper fraction )

\(\frac{\frac{70}{3} }{100}\) x = 21

\(\frac{70}{300}\) x = 21 ( multiply both sides by 300 to clear the fraction )

70x = 6300 ( divide both sides by 70 )

x = 90

Then 23 \(\frac{1}{3}\) % 0f 90 = 21

Answer:

1. y=(4, 1)

2.y=(1/2, 2)

3. y=(-7.7, -1.3)

4.a=4, b=-13, c=3

5.x=the first one, i cant do all those symbols lol.

Step-by-step explanation:

1) 2/3 * 3/5 is twice as much as 1/3 * 3/5 because the numerator of 2/3 is twice that of 1/3, resulting in twice the product of the fractions.

2) To multiply 2/3 * 3/8, you can multiply the numerators and the denominators separately. To multiply 2/3 * 5/8, you may need to simplify one of the fractions before multiplying.

3) Dividing 4/3 by 2/5 gives the number of times 2/5 goes into 1 hour, which gives the number of scarves Sam can make in 1 hour.

4)
a) One fraction must be slightly greater than 1 and the other must be slightly less than 1, such as 4/3 and 3/4, or 5/4 and 4/5.
b) The two fractions could be very close to each other, such as 4/5 and 5/6 or 2/3 and 3/4, where the quotient is just slightly less than 1.

5) Knowing how to multiply fractions can help you figure out 3/5 ÷ 4/3 by multiplying the first fraction by the reciprocal of the second fraction, which is 3/4.

6) A problem that involves the division of fractions requires finding the reciprocal of the second fraction and then multiplying the two fractions, whereas multiplication and subtraction involve simpler operations with fractions.

In a fraction, the numerator represents the number of equal parts being considered, while the denominator represents the total number of those parts that make up the whole.

1) 2/3 * 3/5 is twice as much as 1/3 * 3/5 because the numerator of 2/3 is twice that of 1/3, resulting in twice the product of the fractions.


2)
To multiply 2/3 * 3/8, you can multiply the numerators and denominators separately:

(2/3) * (3/8)
= (2 * 3) / (3 * 8)
= 6/24

To multiply 2/3 * 5/8, you may need to simplify one of the fractions before multiplying:

(2/3) * (5/8)
= (2 * 5) / (3 * 8)
= 10/24
= 5/12


3)

Dividing 4/3 by 2/5 gives the number of times 2/5 goes into 1 hour, which gives the number of scarves Sam can make in 1 hour:

(4/3) ÷ (2/5)
= (4/3) * (5/2)
= 10/3 = 3 1/3 scarves in one hour

4a) One fraction must be slightly greater than 1 and the other must be slightly less than 1, such as 4/3 and 3/4, or 5/4 and 4/5:

(4/3) * (3/4) = 1.00... (approximately equal to 1)


4b) The two fractions could be very close to each other, such as 4/5 and 5/6 or 2/3 and 3/4, where the quotient is just slightly less than 1:

(4/5) ÷ (5/6)
= (4/5) * (6/5)
= 24/25


5) Knowing how to multiply fractions can help you figure out 3/5 ÷ 4/3 by multiplying the first fraction by the reciprocal of the second fraction, which is 3/4:

(3/5) ÷ (4/3)
= (3/5) * (3/4)
= 9/20

6) A problem that involves the division of fractions requires finding the reciprocal of the second fraction and then multiplying the two fractions, whereas multiplication and subtraction involve simpler operations with fractions. For example:

Multiplication: (2/3) * (4/5) = 8/15

Subtraction: (4/5) - (2/3)
= (12/15) - (10/15)
= 2/15

Division: (2/3) ÷ (4/5)
= (2/3) * (5/4)
= 10/12
= 5/6


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3 (hight) × 8 (base) = 24

24 ÷ 2 = 12 (area of triangle)

12 × 2 = 24 (because there are 2 triangles)

5 × 7 = 35 (because length times width)

35 × 2 = 70 (because there are 2 rectangles)

8 × 7 = 56 (because of the base)

24 + 12 + 24 + 35 + 70 + 56 = 221

Answer:

Yes

Step-by-step explanation:

I mean it can if you use () and stuff

Answer:

yes, technically

Step-by-step explanation:

so you can do somthing like -5+7 and get 2

hopes this helps, have a good day!

Answer:

I think you mean 6^16

if so, the right answers are

the 3rd one (6^-4)^-4

the 4th one (6^-2)^-8

last answer (6^8)^2

Step-by-step explanation:

you have to apply the Powers of a Powers Property:

(a^n)^m=a^(nm), basically you're multiplying the exponents (the powers)

Hope this helps.

that it is important for likert-type scale response choices to be balanced at the ends of the response continuum. This means that there should be an equal number of positive and negative response options to avoid any bias or skew in the results.

An explanation for this is that if there are too many positive or negative response options, respondents may feel pressured to choose a certain option even if it doesn't accurately reflect their true opinion. This can result in inaccurate data and can skew the results of the survey or study.

balancing the response choices on a likert-type scale is crucial for obtaining accurate and unbiased data. By having an equal number of positive and negative options, respondents are more likely to provide honest and accurate responses.

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The actual distance between Beitbridge and Musina is 3,900,000 kilometers.

To calculate the actual distance between Beitbridge and Musina, given the scale of the map and the measured distance on the map, we can use the concept of scale.

The scale of the map is given as 1:3,000,000, which means that 1 cm on the map represents 3,000,000 cm in real life.

The measured distance on the map between Beitbridge and Musina is 1.3 cm.

To find the actual distance, we can set up a proportion using the scale:

1 cm on the map / 3,000,000 cm in real life = 1.3 cm on the map / x km in real life.

Simplifying the proportion, we have:

1 / 3,000,000 = 1.3 / x.

Cross-multiplying, we get:

x = (1.3 * 3,000,000) / 1.

x = 3,900,000 / 1.

x = 3,900,000 km.

The actual distance between Beitbridge and Musina is 3,900,000 kilometers.

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Answer:

15% decrease.

Step-by-step explanation:

Decrease in price = 60-51 = £9.

% decrease = 9 * 100/60

= 15%

Answer:

#NAME

Step-by-step explanation:

The () function returns the serial number of the date. The serial number is the date-time code used by Excel for date and time calculations. If the cell format was General before the function was entered, Excel changes the cell format to Date.

The terms syllabic, melismatic, and neumatic are all related to the number of notes in relation to each syllable of a text. Syllabic means that each syllable of the text is sung to one note.

This is the simplest type of setting for text to music. In contrast, melismatic means that each syllable of the text is sung to many notes, creating a more intricate and ornamental melody. Neumatic is somewhere in between syllabic and melismatic, where each syllable is sung to a few notes, but not as many as in a melismatic setting.

Syllabic, melismatic, and neumatic all describe the relationship between the number of notes and each syllable of a text.

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