Evaluate the triple integral ∭ExydV where EE is the solid
tetrahedon with vertices
(0,0,0),(10,0,0),(0,10,0),(0,0,3)(0,0,0),(10,0,0),(0,10,0),(0,0,3).

The graph of the system of inequalities is attached to the solution.

Given is a system of inequalities, y > -x/3+5 and y ≥ 3,

So, we will simply find the coordinates of both the inequalities, and plot them,

We know that the solution of a system of inequalities is all the part which is common in both the inequalities.

So, here the first inequality,

y > -x/3+5

Finding the coordinates,

y = -x/3+5

Put x = 0

y = 5

(0, 5)

Put y = 0,

x = 15

(15, 0)

Therefore, the inequality will pass from these two lines, and since the sing is > so the shaded part will be above the line and the line will be dotted.

And y ≥ 3,

In this inequality the graph will simply pass by y = 3 and since the sing is ≥ so the shaded part will be above the line and the line will solid line.

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The frequency distribution table shows the distribution of a variable into different classes, along with the frequency and lower class boundaries of each class.

In this table, the variable is not specified, but it could be any quantitative variable such as age, height, weight, or income. The first class ranges from 15 to 19, and has a frequency of 1. The lower class boundary for this class is not given, but it can be assumed to be 14.5 since the next class starts at 19. The cumulative frequency for this class is also not given, but it can be assumed to be 1 since it is the first class.The second class ranges from 20 to 24, and has a frequency of 5. The lower class boundary for this class is 19.5, which means that the upper class boundary is 24.5. The cumulative frequency for this class is 6, which means that there are a total of 6 observations in the first two classes combined.

The third class ranges from 25 to 29, and has a frequency of 16. The lower class boundary for this class is 24.5, which means that the upper class boundary is 29.5. The cumulative frequency for this class is not given, but it can be calculated by adding the frequency of the first two classes (1+5=6) to the frequency of this class (16), which gives a total of 22.The fourth class ranges from 30 to 34, and has a frequency of 4. The lower class boundary for this class is 29.5, which means that the upper class boundary is 34.5. The cumulative frequency for this class is 50, which means that there are a total of 50 observations in the first four classes combined.

The fifth class ranges from 35 to 39, and has a frequency of 17. The lower class boundary for this class is 34.5, which means that the upper class boundary is 39.5. The cumulative frequency for this class is not given, but it can be calculated by adding the frequency of the first four classes (1+5+16+4=26) to the frequency of this class (17), which gives a total of 43.

The sixth and final class ranges from 40 to 44, and has a frequency of 3. The lower class boundary for this class is 39.5, which means that the upper class boundary is 44.5. The cumulative frequency for this class is 70, which means that there are a total of 70 observations in all six classes combined. The frequency distribution table is a useful tool for summarizing and visualizing data. By grouping data into classes and calculating the frequency of each class, we can get a sense of the overall shape of the distribution and the range of values that the variable can take. The table can also be used to calculate other summary statistics such as the mean, median, and mode of the data. However, it is important to choose an appropriate number of classes and class intervals in order to avoid over-simplifying or over-complicating the distribution.

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Answer: 21

Step-by-step explanation: at the bottom it said "Y-intercepts have an x value of 0." and when we look at the numbers, y is at 21 when x is at 0.

your right its that one

Answer:

its d and e

Step-by-step explanation:

At the end of the day on the daughter's 24th birthday, there will be approximately $24,764 in the account.

To calculate the amount in the account at the end of the day on the daughter's 24th birthday, we need to consider the yearly deposits and the compounded interest.

The initial deposit was $1000. Then, for the next 23 years (from the daughter's 1st birthday to her 23rd birthday), the father made additional deposits of $1000 each year. This gives us a total of 23 * $1000 = $23,000 in deposits.

Now, let's calculate the amount of interest earned. The interest rate is 5.25%, compounded annually. Since the interest is compounded annually, the total number of compounding periods is also 23 (from the daughter's 1st birthday to her 23rd birthday).

To calculate the interest earned, we use the formula:

Interest = Principal * (1 + Interest Rate)^Number of Periods - Principal

Principal = $1000

Interest Rate = 5.25% or 0.0525

Number of Periods = 23

Interest = $1000 * (1 + 0.0525)^23 - $1000

Now, let's calculate the values:

Interest = $1000 * (1.0525)^23 - $1000

Interest ≈ $1000 * 1.764 - $1000

Interest ≈ $764

Therefore, the interest earned is approximately $764.

To find the total amount in the account at the end of the day on the daughter's 24th birthday, we add the deposits and the interest earned:

Total amount = Initial deposit + Deposits + Interest earned

Total amount = $1000 + $23,000 + $764

Total amount ≈ $24,764

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Answer:

-20, -9, -5, -2, 2.2, 2.5, 2.7

Step-by-step explanation:

Answer:

-20, -9, -5, -2, 2.2, 2.5, 2.7

Step-by-step explanation:

Answer:

x=-2(3-2√2), -2(3+2√2)

Answer:

x = 13.5

BC = 30

Step-by-step explanation:

BC is double the length of DE. And we know that DE is equal to 15. So 15 x 2 is 30.

Now to find x. We know that our answer has to add up to 30. So we first subtract 3 from 30 to get 27. Then divide 27 by 2 to get what x is equal to. x = 13.5

Answer:

2/21

Step-by-step explanation:

The question is badly formatted so cannot match the answer choice

Total number of tiles = 4 + 5 + 6 = 15

P(A) = P(drawing a black tile from 15 tiles) = 4/15

After event A, there are 14 tiles left : 3 black, + 5 white + 6 blue

P(B/A) = P(drawing white tile after a black tile has been drawn) = 5/14

P(A and B) = P(A).P(B/A) = 4/15 x 5/14 = 2/21

Note that P(B) = 5/15 since we are talking about independently drawing a white tile from the original stack of tiles

Answer:

Answer:

1/60

Step-by-step explanation:

convert 2 hours into minutes = 120 minutes

simplify 20/120

1/60

Since the provided equation is inconsistent, it cannot intersect.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign. A mathematical statement known as an equation is made up of two expressions joined together by the equal sign. A formula would be 3x - 5 = 16, for instance. When this equation is solved, we discover that the value of the variable x is 7.

Here,

we can see that the second set of equation,

4x+2y=12

20x+10y=30

4/20=2/10≠12/30

1/5=1/5≠2/5

The given equation is inconsistent so it does not intersect.

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Answer:

5x

Step-by-step explanation:

NOte: it is an expression and not an equation as originally asked.

"Product" means the answer to a multiplication of two numbers.

You are asked to write the answer to 5 and a number being multiplied together.

Let the unknown number be

x

The product is therefore

5x

x

=

5x

Answer:

Less than

Step-by-step explanation:

Its less than because the angle of LS is 98 while MS is 95, so LS is longer

Answer:

c = -22, 22

Step-by-step explanation:

\( {(x - 11)}^{2} = {x}^{2} - 22x + 121\)

\( {(x + 11)}^{2} = {x}^{2} + 22x + 121\)

Answer:

85

Step-by-step explanation:

x:y

8:10

68:y

divide 68 by 8 u get 8.5 and the times it by 10

so y equals 85

Answer:

I would say D

Step-by-step explanation: Because same signs equal positive and different signs equal negative so negative x negative = positive x positive = positive x positive = positive

Answer:

last one is positive

mark me BRAINLIEST

Answer:

it appears to be up

Step-by-step explanation:

Answer:

C = 13 + 0.8f

Step-by-step explanation:

If there are 5 finalists at a singing competition, in 120 ways they can be ordered, if they each take turns singing by applying basic counting principles.

There are 5 finalists at a singing competition and each of them takes turns singing.

We can calculate the number of ways the 5 finalists can take up turn by applying basic counting principles.

Therefore, they can be ordered in n factorial ways, that is n !, where n is the number of finalists who take turns to sing.

Thus, number of ways the finalists can be ordered is = 5!

= 5*4*3*2*1 ( ways )

= 120 ways

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Check the picture below.

so if we pluck the cylinder from the inside, what's leftover is that cyan ring with a height of 10, well, let's get the area of the ring and simply multiply it by its height.

\(\textit{area of a circular ring}\\\\ A=\pi (R^2 - r^2) ~~ \begin{cases} R=\stackrel{outer}{radius}\\ r=\stackrel{inner}{radius}\\[-0.5em] \hrulefill\\ R=15\\ r=11 \end{cases}\implies A=\pi (15^2-11^2)\implies A=104\pi \\\\[-0.35em] ~\dotfill\\\\ \stackrel{\textit{volume of a hollow cylinder}}{104\pi }\cdot 10 ~~ \approx ~~ \text{\LARGE 3267.26}~in^3 ~~ \approx 3266~in^3\)

Answer:

i think it is b but I can be wrong

Answer:

Its B sorry if im wrong im 75% sure its b tho

Step-by-step explanation:

<3

Answer:

78

Step-by-step explanation:

because I know everything

Therefore , the solution of the given problem of percentage comes out to be were tuned in to a specific program or show at a given moment.

A number or figure stated as a fraction of 100 is referred to as "a%" in statistics. The versions that begin with "pct," "pct," and "pc" are also uncommon. The common way to indicate it is with the numeral "%," though. Furthermore, there are no indicators and a flat ratio of every single thing to the total number. Percentages are basically integers because they frequently add up to 100.

Here,

The TV ratings, also known as the TV audience share, are a measurement of the proportion of all television-owning households that are watching the same program at the same moment.

Networks and marketers use it as a gauge of a TV show's popularity to decide how successful a program will be and how much to charge for advertising during it.

Companies like Nielsen, which use a sample of homes with televisions to estimate the audience size for a given program or show, are usually in charge of gathering the TV ratings.

TV ratings are expressed as a proportion of all households with televisions that were tuned in to a specific program or show at a given moment.

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The minimal point does not have x = 0.

(a) Kuhn-Tucker conditions for the minimal value of fThe Kuhn-Tucker conditions are a set of necessary conditions for a point x* to be a minimum of a constrained optimization problem subject to inequality constraints. These conditions provide a way to find the optimal values of x1, x2, ..., xn that maximize or minimize a function f subject to a set of constraints. Let's first write down the Lagrangian: L(x, y, λ1, λ2, λ3) = f(x, y) - λ1(x+y-1) - λ2(xy-3) - λ3x - λ4y Where λ1, λ2, λ3, and λ4 are the Kuhn-Tucker multipliers associated with the constraints. Taking partial derivatives of L with respect to x, y, λ1, λ2, λ3, and λ4 and setting them equal to 0, we get the following set of equations: 4x - 2y - λ1 - λ2y - λ3 = 0 2y - 2x - λ1 - λ2x - λ4 = 0 x + y - 1 ≤ 0 xy - 3 ≤ 0 λ1 ≥ 0 λ2 ≥ 0 λ3 ≥ 0 λ4 ≥ 0 λ1(x + y - 1) = 0 λ2(xy - 3) = 0 From the complementary slackness condition, λ1(x + y - 1) = 0 and λ2(xy - 3) = 0. This implies that either λ1 = 0 or x + y - 1 = 0, and either λ2 = 0 or xy - 3 = 0. If λ1 > 0 and λ2 > 0, then x + y - 1 = 0 and xy - 3 = 0. If λ1 > 0 and λ2 = 0, then x + y - 1 = 0. If λ1 = 0 and λ2 > 0, then xy - 3 = 0. We now consider each case separately. Case 1: λ1 > 0 and λ2 > 0From λ1(x + y - 1) = 0 and λ2(xy - 3) = 0, we have the following possibilities: x + y - 1 = 0, xy - 3 ≤ 0 (i.e., xy = 3), λ1 > 0, λ2 > 0 x + y - 1 ≤ 0, xy - 3 = 0 (i.e., x = 3/y), λ1 > 0, λ2 > 0 x + y - 1 = 0, xy - 3 = 0 (i.e., x = y = √3), λ1 > 0, λ2 > 0 We can exclude the second case because it violates the constraint x, y ≥ 0. The first and third cases satisfy all the Kuhn-Tucker conditions, and we can check that they correspond to local minima of f subject to the constraints. For the first case, we have x = y = √3/2 and f(x, y) = -1/2. For the third case, we have x = y = √3 and f(x, y) = -2. Case 2: λ1 > 0 and λ2 = 0From λ1(x + y - 1) = 0, we have x + y - 1 = 0 (because λ1 > 0). From the first Kuhn-Tucker condition, we have 4x - 2y - λ1 = λ1y. Since λ1 > 0, we can solve for y to get y = (4x - λ1)/(2 + λ1). Substituting this into the constraint x + y - 1 = 0, we get x + (4x - λ1)/(2 + λ1) - 1 = 0. Solving for x, we get x = (1 + λ1 + √(λ1^2 + 10λ1 + 1))/4. We can check that this satisfies all the Kuhn-Tucker conditions for λ1 > 0, and we can also check that it corresponds to a local minimum of f subject to the constraints. For this value of x, we have y = (4x - λ1)/(2 + λ1), and we can compute f(x, y) = -3/4 + (5λ1^2 + 4λ1 + 1)/(2(2 + λ1)^2). Case 3: λ1 = 0 and λ2 > 0From λ2(xy - 3) = 0, we have xy - 3 = 0 (because λ2 > 0). Substituting this into the constraint x + y - 1 ≥ 0, we get x + (3/x) - 1 ≥ 0. This implies that x^2 + (3 - x) - x ≥ 0, or equivalently, x^2 - x + 3 ≥ 0. The discriminant of this quadratic is negative, so it has no real roots. Therefore, there are no feasible solutions in this case. Case 4: λ1 = 0 and λ2 = 0From λ1(x + y - 1) = 0 and λ2(xy - 3) = 0, we have x + y - 1 ≤ 0 and xy - 3 ≤ 0. This implies that x, y > 0, and we can use the first and second Kuhn-Tucker conditions to get 4x - 2y = 0 2y - 2x = 0 x + y - 1 = 0 xy - 3 = 0 Solving these equations, we get x = y = √3 and f(x, y) = -2. (b) Show that the minimal point does not have x=0.To show that the minimal point does not have x=0, we need to find the optimal value of x that minimizes f subject to the constraints and show that x > 0. From the Kuhn-Tucker conditions, we know that the optimal value of x satisfies one of the following conditions: x = y = √3/2 (λ1 > 0, λ2 > 0) x = √3 (λ1 > 0, λ2 > 0) x = (1 + λ1 + √(λ1^2 + 10λ1 + 1))/4 (λ1 > 0, λ2 = 0) If x = y = √3/2, then x > 0. If x = √3, then x > 0. If x = (1 + λ1 + √(λ1^2 + 10λ1 + 1))/4, then x > 0 because λ1 ≥ 0.

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60 cm^2

Explanation:

The area of the drawing of the sailboat is of 2 triangles (the sails) and 1 rectangle (the boat).

The idea is, to sum up the area of these shapes, to get the area of the sailboat:

Formulas:

. Triangle : height * base

Triangle 1: 6 cm * 2 cm = 12 cm^2

Triangle 2: 6 cm * 3 cm = 18 cm^2

. Rectangle: height * width

2.5 cm * 12 cm = 30 cm ^2

Solution:

The area of the sailboat = 12 + 18 + 30 = 60 cm^2

Answer:

7.3%

Step-by-step explanation:

Let M = Maths

E = English

P(M ∪ E) = P(M) + P(E) - P( M ∩ E)

From the question:

P(M ∪ E) = 35.7%

P(M) = 18%

P(E) = 24%

P( M ∩ E) = unknown

35.7% = 18% + 24% - P( M ∩ E)

35.7% = 42% - P( M ∩ E)

P( M ∩ E) = 42% - 35.7%

P( M ∩ E) = 7.3%

Therefore, the probability that a student who receives an A in Math course will also receive an A in English course is 7.3%.

Answer:

ree kid it is 3409,3567

Step-by-step explanation: