El cuadro de la mitad de la suma de dos numeros

a. Bisection Method: To use the bisection method to find the real roots of the equation f(x) = x³ + x² - 10x + 8, we need to find an interval [a, b] such that f(a) and f(b) have opposite signs.

Let's make a preliminary estimate and choose the interval [1, 2] based on observing the sign changes in the equation.

Iteration 1: a = 1, b = 2

c = (a + b) / 2

= (1 + 2) / 2 is 1.5

f(c) = (1.5)³ + (1.5)² - 10(1.5) + 8 ≈ -1.375

ince f(c) has a negative value, the root lies in the interval [1.5, 2].

Iteration 2:

a = 1.5, b = 2

c = (a + b) / 2

= (1.5 + 2) / 2 is 1.75

f(c) = (1.75)³ + (1.75)² - 10(1.75) + 8 ≈ 0.9844

Since f(c) has a positive value, the root lies in the interval [1.5, 1.75].

Iteration 3: a = 1.5, b = 1.75

c = (a + b) / 2

= (1.5 + 1.75) / 2 is 1.625

f(c) = (1.625)³ + (1.625)² - 10(1.625) + 8  is -0.2141

Since f(c) has a negative value, the root lies in the interval [1.625, 1.75].

Iteration 4: a = 1.625, b = 1.75

c = (a + b) / 2

= (1.625 + 1.75) / 2 is 1.6875

f(c) = (1.6875)³ + (1.6875)² - 10(1.6875) + 8 which gives 0.3887.

Since f(c) has a positive value, the root lies in the interval [1.625, 1.6875].

Iteration 5: a = 1.625, b = 1.6875

c = (a + b) / 2

= (1.625 + 1.6875) / 2 is 1.65625

f(c) = (1.65625)³ + (1.65625)² - 10(1.65625) + 8 is 0.0873 .

Since f(c) has a positive value, the root lies in the interval [1.625, 1.65625].

Iteration 6: a = 1.625, b = 1.65625

c = (a + b) / 2

= (1.625 + 1.65625) / 2 which gives 1.640625

f(c) = (1.640625)³ + (1.640625)² - 10(1.640625) + 8 which gives -0.0638.

Since f(c) has a negative value, the root lies in the interval [1.640625, 1.65625].

teration 7: a = 1.640625, b = 1.65625

c = (a + b) / 2

= (1.640625 + 1.65625) / 2 results to 1.6484375

f(c) = (1.6484375)³ + (1.6484375)² - 10(1.6484375) + 8 is 0.0116

Since f(c) has a positive value, the root lies in the interval [1.640625, 1.6484375].

Continuing this process, we can narrow down the interval further until we reach the desired level of accuracy.

b. Newton-Raphson Method: The Newton-Raphson method requires an initial estimate for the root. Let's choose x₀ = 1.5 as our initial estimate.

Iteration 1:

x₁ = x₀ - (f(x₀) / f'(x₀))

f(x₀) = (1.5)³ + (1.5)² - 10(1.5) + 8 which gives -1.375.

f'(x₀) = 3(1.5)² + 2(1.5) - 10 which gives -1.25.

x₁ ≈ 1.5 - (-1.375) / (-1.25) which gives 2.6.

Continuing this process, we can iteratively refine our estimate until we reach the desired level of accuracy.

c. Secant Method: The secant method also requires two initial estimates for the root. Let's choose x₀ = 1.5 and x₁ = 2 as our initial estimates.

Iteration 1: x₂ = x₁ - (f(x₁) * (x₁ - x₀)) / (f(x₁) - f(x₀))

f(x₁) = (2)³ + (2)² - 10(2) + 8 gives 4

f(x₀) = (1.5)³ + (1.5)² - 10(1.5) + 8 gives -1.375

x₂ ≈ 2 - (4 * (2 - 1.5)) / (4 - (-1.375)) gives 1.7826

Continuing this process, we can iteratively refine our estimates until we reach the desired level of accuracy.

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*the diagram of the Russian stringed instrument is attached below.

Answer/Step-by-step explanation:

To show that the traingular parts of the two balalaikas instruments are congruent, substitute x = 6, to find the missing measurements that is given in both ∆s.

Parts of the first ∆:

WY = (2x - 2) in = 2(6) - 2 = 12 - 2 = 10 in

m<Y = 9x = 9(6) = 54°.

XY = 12 in

Parts of the second ∆:

m<F = 72°

HG = (x + 6) in = 6 + 6 = 12 in

HF = 10 in

m<G = 54°

m<H = 180 - (72° + 54°)

m<H = 180 - 126

m<H = 54°

From the information we have, let's match the parts that are congruent to each other in both ∆s:

WY ≅ FH (both are 10 in)

XY ≅ GH (both are 12 in)

<Y ≅ <G (both are 54°)

Thus, since two sides (WY and XY) and an included angle (<Y) of ∆WXY is congruent to two corresponding sides (FH and GH) and an included angle (<G) in ∆FGH, therefore, ∆WXY ≅ ∆FGH by the Side-Angle-Side (SAS) Congruence Theorem.

This is enough proof to show that the triangular parts of the two balalaikas are congruent for x = 6.

Plan A: y = 25 + .06m

Plan B: y = 29.70 + .05m

25 + .06m < 29.70 + .05m

.01m < 4.7

m < 470 minutes

Hope this helps!

:D

From Kenny

Answer:

Area of sector of circle = 7.6302 inches (Approx.)

Step-by-step explanation:

Given:

Angle of section = 35°

Radius of circle = 5 inch

Find:

Area of shaded section

Computation:

Area of shaded section  = Area of sector of circle

Area of sector of circle = [θ/360][πr²]

Area of sector of circle = [35/360][(22/7)(5)²]

Area of sector of circle = [0.0972][(3.14)(25)]

Area of sector of circle = [0.0972][78.5]

Area of sector of circle = 7.6302 inches (Approx.)

We may build up a proportion and solve for the scale model radius of Neptune using the ratio between the radii of the two planets and the known scale model radius of the Earth. The scale model of Neptune that is produced has a radius of around 9.7 cm.

We may take advantage of the fact that the ratio between the two planets' radii and the ratio between their respective scale model radii is the same. Let's name the Neptune scale model radius "r" Then, we may set up the ratio shown below:

Neptune's radius is equal to the product of Earth's radius and its scale model.

With the provided values, we may simplify and obtain:

24620 km / 6370 km equals 2.5 cm / r

We obtain the following when solving for "r":

r = (24620 km * 2.5 cm) / (6370 km)

r ≈ 9.7 cm

Therefore, a scale model of Neptune would have to be drawn with a radius of approximately 9.7 cm.

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I'm pretty sure the answer is 72 :))

Answer:

you have to divide all the numbers and see what it is

Answer:

5

Step-by-step explanation:

Just by counting, 1 2 3 4 5. five is near the end, there for it is greater

At a constant rate of 400 miles per hour travel, the plane would be travelling from 32000 feet above the land.

The speed of an object is the ratio of distance and time it takes for the object to travel that distance.

Mathematically,

S = D/T

where

S is velocity

D is the distance traveled or distance traveled

T is the time it takes to travel that distance

Velocity is considered a scalar quantity. A scalar size only has a size. It does not provide information about the direction of object movement.

If an object moves at a constant speed, it means that the object moves the same distance in the same time interval.

Acceleration of an object is the ratio of velocity and time. vector size. Vector quantities have both magnitude and direction.

Mathematics,

a = v/t

When an object is in motion, its acceleration is never zero.

When an object moves, it moves a constant distance over time. Therefore, body positions cannot be the same from the same coordinate system.

Given in the question:

First the plane was travelling at a constant rate of 250  miles per hour.

Initial height was 20000 feet

Now,

As the speed increases and travels at a constant rate of 400 miles per hour.

Now,

   (400 /250 ) × 20000

=  1.6 × 20000

= 32000 feet

Thus, At a constant rate of 400 miles per hour travel, the plane would be travelling from 32000 feet above the land.

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Answer:

D

Step-by-step explanation:

I Looked at te graph and counted each space

Answer:

Step-by-step explanation:

The Anwser is B

The numbers arranged in order from least to greatest is: √146, 12.39, 12.62, 12⅝, and 12¾. The third option is correct.

The ordering of numbers refers to arranging numbers in a specific sequence based on their magnitude or value. The ordering of numbers is determined by their relative values. Comparisons are made between numbers to determine their position in the order.

12⅝ = 101/8 = 12.645

12.62 = 12.62

√146 = 12.0830

12.39 = 12.39

12¾ = 51/4 = 12.75

Therefore, the numbers arranged in order from least to greatest is: √146, 12.39, 12.62, 12⅝, and 12¾.

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Answer:

x > -1

Step-by-step explanation:

-10 < x - 9

-10 + 9 < x - 9 + 9

- 1 < x

x > -1  is the correct answer.

Hope this helps.

Answer:

x > -1 Is your answer

Step-by-step explanation:

Hope this helps!

Have a nice day! ♥

The probability that Betty is first in line or Mary is last in line is (n^2 - n - 1)/n(n-1), as a function of n.

We can approach this problem by considering the probability of the complementary event, i.e., the probability that neither Betty is first in line nor Mary is last in line, and then subtracting this probability from 1 to get the probability we want.

The total number of ways the n kids can line up is n!, since there are n choices for the first person in line, n-1 choices for the second person, and so on down to 1 choice for the last person.

The number of ways in which neither Betty is first in line nor Mary is last in line is (n-2)!, since there are (n-2) choices for the first person in line (excluding Betty and Mary), (n-3) choices for the second person, and so on down to 1 choice for the second-to-last person.

Therefore, the probability that neither Betty is first in line nor Mary is last in line is

[(n-2)! / n!] = 1/n(n-1)

The probability we want is

1 - 1/n(n-1) = (n^2 - n - 1)/n(n-1)

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The given question is incomplete, the complete question is:

A class with n kids lines up for recess. The order in which the kids line up is random with each ordering being equally likely. There are two kids in the class named Betty and Mary. The use of the word “or” in the description of the events, should be interpreted as the inclusive or. That is “A or B” means that A is true, B is true, or both A and B are true.

What is the probability that Betty is first in line or Mary is last in line as a function of n? Simplify your final expression as much as possible and include an explanation of how you calculated this probability.

The area of the region bounded by the curve r = 9cos(θ) and the sector 0 ≤ θ ≤ π/6 is \($27\pi/8 - 81/8\times \sqrt{3}$\)

The curve r = 9cos(θ) is a polar curve that forms a half-circle with a radius of 9/2. To find the area of the region bounded by this curve and the sector 0 ≤ θ ≤ π/6, we can use the formula for the area of a polar region:

\($A = \frac{1}{2} \int_{a}^{b} r(\theta)^2 d\theta$\)

In this case, a = 0 and b = π/6, and the curve is given by r(θ) = 9cos(θ). Substituting these values into the formula, we get:

\($A = \frac{1}{2} \int_{0}^{\frac{\pi}{6}} (9\cos(\theta))^2 d\theta$\)

Simplifying and evaluating the integral gives:

\(A = \frac{1}{2} \int_{0}^{\frac{\pi}{6}} 81\cos^2(\theta) d\theta\\\\ = \frac{1}{2}\left(\frac{81}{2}\cdot\frac{\pi}{6}+\frac{81}{4}\cdot\sin\left(\frac{\pi}{6}\right)\right)\\ \\ = \frac{27\pi}{8} - \frac{81}{8}\sqrt{3}\)

Therefore, the area of the region bounded by the curve r = 9cos(θ) and the sector 0 ≤ θ ≤ π/6 is \($27\pi/8 - 81/8\times \sqrt{3}$\)

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Answer:

34.8%

Step-by-step explanation:

$600+15%

=600+15/100*600

=600+90

=$690

You have $450 and you want to purchase a product of $690(regular price+sales tax)

$690-$450

=$240

Percentage of $240 discount

=240/690*100

=34.78%

Approximately 34.8%

The equation that has a value greater than 7,245 is three-halves times 7,245

From the question, we are to determine the value that is greater than the given number

From the given information,

The number is 7,245

to determine the number that it greater than 7,245, we will evaluate each of the given options

one-third times 7,245

That is,

1/3 × 7245 = 2,415

two-thirds times 7,245

That is,

2/3 × 7245 = 4,830

three-thirds times 7,245

That is,

3/3 × 7245 = 7,245

three-halves times 7,245

That is,

3/2 × 7245 = 10,867.5

Hence, the value is three-halves times 7,245

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The quadratic equation does not have solutions where both x and y are integers.

Here we have the following quadratic equation:

2x^2 + 5y^2 = 14

We want to check that we can't solve this equation with x and y integers, to see that, we can start by isolating one of the variables:

2x^2 + 5y^2 = 14

5y^2 = 14 - 2x^2

y^2 = (14 - 2x^2)/5

y = ±√((14 - 2x^2)/5)

Now, trivially:

(14 - 2x^2)/5

Is not an integer for any integer value of x, and this happens because 5 is not a factor of 14, thus, for any integer value of x the value of y that we get is non integer, then there aren't two integers that solve the quadratic equation.

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Answer:

h = 3V/b^2

Step-by-step explanation:

V = 1/3 * b^2 * h

multiply through by 3

3V = b^2 *h

divide both sides by b^2

3V/b^2 = h

Answer:

C

Step-by-step explanation:

Answer:

The answer is A

Step-by-step explanation: took it on times4learning math assignment

The expression "a = 4 or b > 2" is true when a = 2 and b = 4 because the second part of the expression, "b > 2", is true.

The given expression is "a = 4 or b > 2" where a = 2 and b = 4.

The first part of the expression is "a = 4", which is false because a is not equal to 4.

The second part of the expression is "b > 2", which is true because b is equal to 4, which is greater than 2.

Since the expression is an "or" statement, only one part of it needs to be true for the entire expression to be true. Therefore, the result of the expression is true.

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a. The expression in rational notation is (√2)³

b. (√2)³

c. The value is 2.

It got one step close

We need to know that rational notations are expressed as;

xm/n

Such that;

This is written as;

xmn =(n√x)ᵃ

From the information given, we have;

\(2^3^/^2\)

Find the square root

(√2)³

then, we have;

\((2^1^/^2)^3\)

Find the square root of 2, then the cube value

(√2)³

c. To the third value, we have;

\((2^\frac{1}{3} )^3\)

Multiply the value, we have;

2

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Over the last half-century, time-use data has shown that married American women have significantly reduced their housework time, cutting it roughly in half.

This change can be attributed to various factors such as advancements in home appliances, shifting gender roles, and increased participation of women in the workforce. On the other hand, men have gradually increased their contributions to housework during this period.
This shift in housework responsibilities can be attributed to societal changes that promote a more equitable distribution of domestic tasks between partners. As gender norms have evolved, men are increasingly taking on roles that were once predominantly associated with women, leading to a more balanced approach to housework within households. Additionally, the rise in dual-income families has necessitated a more equal division of domestic responsibilities.
In summary, over the past 50 years, married American women have seen a considerable decrease in housework time, while men have increased their contributions. This change reflects evolving gender roles and societal expectations, promoting a more equal division of labor within households.

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To translate a triangle with coordinates, you need to add the same value to each of the x and y coordinates of each vertex of the triangle. This will shift the triangle in the desired direction.

To translate a triangle with coordinates, you need to add the same value to each of the x and y coordinates of each vertex of the triangle. For example, if you wanted to translate the triangle with coordinates (1,2), (3,4), and (5,6) by two units to the right and two units up, you would add two to each x-coordinate and two to each y-coordinate. The new triangle would have coordinates (3,4), (5,6), and (7, 8).

1. Identify the coordinates for the triangle: (1,2), (3,4), and (5,6).

2. Decide how much you want to translate the triangle: two units to the right and two units up.

3. Add two to each x-coordinate and two to each y-coordinate: (3,4), (5,6), and (7,8).

4. The triangle is now translated two units to the right and two units up.

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The 2 linear equation which passes through point (-5,3) are:

so option A and B is correct

in order to check the answer we will check for all options which satisfies the the given point (-5,3)

putting the values in equation 1

 3 = 5*-2+13 so 3 =3 and the given points satisfies the above equation.

 putting the vlaues in equation 2

 LHS = y= 3

 RHS = -(-5) -2 =5-2 = 3

 so LHS = RHS  this equation also satisfies

putting the vlaues in equation 3

 LHS = y= 3

 RHS = 3*-5 -5 = -20

 so LHS ≠ RHS  so, this equation not satisfies

 putting the vlaues in equation 4

 LHS = y= 3

 RHS = -0.5 *5 + 6 = 3.5

 so LHS ≠ RHS  so, this equation not satisfies

 putting the vlaues in equation 5

 LHS = y= 3

 RHS = -2*-5- 2=8

 so LHS ≠ RHS  so, this equation not satisfies

 so only equation i and ii is true for the given point

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Complete question :

On a coordinate plane, a point is at (negative 5, 3). to which linear equations is the coordinate a solution? select two options.

A. y = 2x + 13

B. y = –x – 2

C. y = 3x – 5

D. y = negative one-half * 6

E . y = –2x – 2

The amount of money in the account after 10 years is $33,201.60.We can use the compound interest formula to find the amount of money in the account after 10 years. The formula is: A = P(1 + r)^t

where:

In this case, we have:

P = $20,000

r = 0.04 (4%)

t = 10 years

So, we can calculate the amount of money in the account after 10 years as follows:

A = $20,000 (1 + 0.04)^10 = $33,201.60

The balance of the investment after 20 years is $525,547.29.

We can use the compound interest formula to find the balance of the investment after 20 years. The formula is the same as the one in Question 7.

In this case, we have:

P = $100,000

r = 0.0625 (6.25%)

t = 20 years

So, we can calculate the balance of the investment after 20 years as follows: A = $100,000 (1 + 0.0625)^20 = $525,547.29

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Answer:

-1

Step-by-step explanation:

\(i^{26}\)

= \((i^{2} )^{13}\)

= \((-1)^{13}\)

= -1

The average rate of change of the graphed function on the interval [3,6] is given as follows:

r = 4/3.

The average rate of change of a function is given by the change in the output of the function divided by the change in the input of the function. Hence we must identify the change in the output, the change in the input, and then divide then to obtain the average rate of change.

The numeric values of the function at x = 3 and x = 6 are given as follows:

Hence the average rate of change on the interval is given as follows:

r = (5 - 1)/(6 - 3)

r = 4/3.

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Answer:

Step-by-step explanation:

It's less than because if u use the calculator with√10 it will show 3.162277660168 which is less than 5