Given the formula 5"(.). f(+h) - 25() + f(-5) 1 ++O(M) 2 use the Teylor series f(+h) – 5(0) +18"(c) + "(.) (6) +O(h***) to determine the Integer values of sp,4 and T. (Note that integer vnlues can b

Answer:

30039283 d

Step-by-step explanation:

i will  help in a bit

Answer:

88

Step-by-step explanation:

Find the relationship between the numbers;

22÷5=4.4

Therefore,

20×4.4=88

Just a bored teen willing to help,

hope you're having a splendiferous day...

Answer:

B. 20 feet

Step-by-step explanation:

If the triangles are similar that means the ratio of the sides of the triangles are the same.

Sense the left side of bigger triangle is 4 times bigger than the bottom side of the triangle, then the left side of the smaller triangle is 4 times bigger than the bottom side.

5×4=20

Answer:

89

Step-by-step explanation:

Given that,

During a promotional weekend, a state fair gives a free admission to every 179th person that enters the fair.

No of people attending the fair on Saturday is 8,633 amd No of people attending the fair on Sunday is 7,400.

We need to find the no of people that received a free admission over the two days.

Dividing 8,633 by 179 gives 48 as quotient and 41 as remainder. It means on Saturday 48 people entered for free.

Dividing 7,400 by 179 gives 41 as quotient and 61 as remainder. It means on Sunday 41 people entered for free.

Total no of people,

T = 48 + 41

T = 89

Hence, there are 89 people for free entries.

Answer: The answer to this question is true.

Answer:

the frist one

Step-by-step explanation:

Answer:

Yes

Step-by-step explanation: Not enough context.

The question asks to estimate the rainfall at station D in the year 1980 based on the rainfall data of other stations. The answer is that station D's rainfall in 1980 can be estimated by comparing the rainfall patterns of all stations in the basin.

To estimate the rainfall at station D in 1980, we can analyze the relationship between the rainfall at different stations. In this case, we can observe that there is a correlation between the annual rainfall at stations A, B, C, and D. By comparing the rainfall patterns of these stations, we can make an estimation for station D.

In the given data, station D is inoperative in 1980, but the rainfall data for stations A, B, and C are available. By analyzing the rainfall patterns in previous years and considering the correlation between the stations, we can estimate the rainfall at station D in 1980 based on the rainfall data of the other stations in the basin.

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Answer:

I think the answer is c -2

Step-by-step explanation:

but don't quote me on that and if it's wrong i truly am sorry

Answer:

Step-by-step explanation:

Answer: the blue rectangle one, the second green one or the pink one. hard to decide between the last two. good luck!

Step-by-step explanation:

learned in 2nd grade

Answer:

Step-by-steAnswer: the blue rectangle one, the second green one or the pink one. hard to decide between the last twop explanation:

Answer:

The first one

\( log_{11} \: (x)\)

Step-by-step explanation:

f(x) = 11^x

Here are the steps to find the inverse of a function:

1. Let f(x)=y

2. Make x the subject of formula.

3. Replace y by x.

\(11 {}^{x} = y \\ \: log(11 {}^{x} ) = log(y) \\ x log(11) = log(y) \\ x = \frac{ log(y) }{ log(11) } = log_{11}(y) \\ f {}^{ - 1} (x) = log_{11}(x) \)

If a cone is sliced by a vertical plane that passes through the vertex, the resulting cross section will be a triangle.

The vertical plane cuts through the cone at its highest point, which is also the point where the two sides of the cone meet (i.e. the vertex). As the plane cuts through the cone, it intersects with the sloping sides of the cone at different angles, creating a triangular shape.

The resulting cross section will have the same base as the original cone, which is a circle. However, the height of the cross section will be shorter than the height of the original cone, since the vertical plane has removed a portion of the cone.

Overall, the resulting cross section will be a triangle with a circular base, which is often referred to as a frustum. This shape is commonly used in architecture and engineering, as it allows for tapered structures such as pillars and columns to be created.

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To start calculating the volume of the cone, we obtain the following data:

To calculate the volume of a cone, we apply the following formula:

\(\boldsymbol{\sf{V=\dfrac{\pi r^{2}h }{3} }}\), where

We solve, substituting our data in the formula:

taking the square root

Multiplying

Dividing

Therefore the volume of the cone is 144 cm³.

\(\huge\text{Hey there!}\)

\(\huge\textbf{What is the formula for finding the}\\\\\huge\textbf{the volume of a cone?}\)

\(\large\boxed{\mathsf{\dfrac{\pi \times r^2\times h}{3} = volume}}\)

\(\bullet\large\textsf{ Whereas, \boxed{r} is your \underline{radius}, \boxed{h} is your \underline{height}, \& \boxed{\pi} is your pi.}\)

\(\bullet\large\textsf{The pi }\boxed{(\pi)}\large\textsf{ is approximately equal to 3.14.}\)

\(\huge\textbf{What are the labels in your equation?}\)

\(\star\ \large\boxed{{Radius}}\rightarrow \textsf{\underline{4\ centimeters}}}}}\)

\(\star\ \large\boxed{{Height}}\rightarrow \textsf{\underline{9\ centimeters}}}}}\)

\(\star\ \large\boxed{{\pi}}\rightarrow \textsf{\underline{3}}}}}\)

\(\huge\textbf{What does should the equation look}\\\\\huge\textbf{like?}\)

\(\large\boxed{\mathsf{\dfrac{3 \times 4^2 \times9}{3}}}\)

\(\huge\textbf{What are the steps to solve for the}\\\\\huge\textbf{question to get the result?}\)

\(\large\boxed{\mathsf{\dfrac{3 \times 4^2 \times9}{3}}}\)

\(\large\boxed{\mathsf{= \dfrac{3\times4\times4\times9}{3}}}\)

\(\large\boxed{= \mathsf{\dfrac{3\times16\times9}{3}}}\)

\(\large\boxed{\mathsf{= \dfrac{48\times9}{9}}}\)

\(\large\boxed{\mathsf{= \dfrac{432}{3}}}\)

\(\large\boxed{\mathsf{= \dfrac{432 \div 3}{3\div3}}}\)

\(\large\boxed{= \mathsf{\dfrac{144}{1}}}\)

\(\large\boxed{\mathsf{= 144\div1}}\)

\(\large\boxed{= \textsf{144}}\)

\(\huge\textbf{What is the result to this question?}\)

\(\huge\boxed{\frak{144\ cm^3}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

Answer:

b

Step-by-step explanation:

The probability that between 40% and 45% believe marriage is obsolete is 0.39

Given, according to a study done by the pew research center, 39% of adult americans believe that marriage is now obsolete.

The sample is of 500 adult americans

we have to find the probability that between 40% and 45% believe marriage is obsolete.

Required Probability = (39% of 500)/500

P(E) = 39(5)/500

P(E) = 39/100

P(E) = 0.39

Hence, the probability that between 40% and 45% believe marriage is obsolete is 0.39

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Answer:

4x + 8x = 180

12x = 180

divide by 12 on both sides:

X = 15

4 x 15 = 60 degrees

8 x 15 = 120 degrees

Answer:

Hello! answer: x = 15

Step-by-step explanation:

Since this is a supplementary angle it will equal a total of 180 15 × 4 = 60 15 × 8 = 120 you add these up and... 60 + 120 = 180 therefore x = 15 and

4x = 60 and 8x = 120 HOPE THAT HELPS!

Answer:

420

Step-by-step explanation:

The graph bellow shows that 60 per minute is the distance that marc ran

so i would have to multiply

60 by 7 which equals 420

Hope this helps

Answer:

Im sorry but there is no picture.

I'll try tho-

-5 is either less or equal to(making the cirlce open) n. It means that the line will point to the left. :)

- Alie♥

N is equal to or greater than -5 so any number from -5 or greater makes this true.

The answer would be written as [-5, infinity).

Sorry my phone doesn’t have the infinity symbol.

Answer:

Step-by-step explanation:

you hav to times it

The modeling process begins with the framing of a conceptual model that shows the relationships between the various parts of the problem being modeled. This model helps to identify the mathematical correlations between variables and provides a foundation for developing a more detailed and accurate mathematical model.

The modeling process begins with the framing of a mathematical model that shows the relationships between the various parts of the problem being modeled. This model is often based on data analysis and utilizes statistical techniques to establish correlations between the different variables in the problem. Ultimately, the goal of the modeling process is to create a predictive tool that can be used to make informed decisions about the problem at hand.

Process models involve graphically representing processes or functions that capture, manage, store, and distribute information between the system and its environment and physical objects. One type of process model is the flowchart (DFD). A data flow is a diagram that shows the movement of data between external sources and processes and the data stored in the system. While several different tools have been developed for modeling, we focus only on data streams as they are effective tools for modeling. While not all organizations use all analytical methods, including these methods such as data flow, they have a significant impact on the development process.

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The probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6 is 8.08%

The CLT states that the distribution of the sample means of a random variable with a finite mean and standard deviation approaches a normal distribution as the sample size increases.

In this case, the population mean is 0.5, and the population standard deviation is 0.7. Since we have a sample size of 50, the standard deviation of the sample means would be

=> 0.7 / √(50) = 0.099.

Next, we need to calculate the z-score, which measures the number of standard deviations from the mean.

In this scenario, we want to find the probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6. So, we would plug in x = 0.6, μ = 0.5, σ = 0.7, and n = 50 into the z-score formula. This gives us

=> (0.6 - 0.5) / (0.7 / √(50)) = 1.41.

Using a standard normal distribution table or calculator, we can find that the probability of a z-score of 1.41 or higher is approximately 0.0808. Therefore, the estimated probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6 is 0.0808 or about 8.08%.

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Complete Question:

The gypsy moth is a serious threat to oak and aspen trees. A state agriculture department places traps throughout the state to detect the moths. Each month, an SRS of 50 traps is inspected, the number of moths in each trap is recorded, and the mean number of moths is calculated. Based on years of data, the distribution of moth counts is discrete and strongly skewed, with a mean of 0.5 and a standard deviation of 0.7. Estimate the probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6.

Answer:

25 people

Step-by-step explanation:

So, you're trying to find how many she needs to invite since only 92% show up. With this problem, you need to figure out 92% of what number is 23. An equation for this is:

92/100 = 23/x

1. Cross multiply to get 92x=2300

2. Divide both sides to get x by itself. You should get x= 25

3. So, she should invite 25 people

Answer:

  see the attached graph

Step-by-step explanation:

You want to graph these inequalities and identify their solution space.

The boundary line associated with the solution of an inequality is found by replacing the inequality symbol with an equal sign. Here, that means the boundary lines are given by the equations ...

These lines can be plotted by finding their x- and y-intercepts, then drawing the line through those points. In each case, the intercept is found by setting the other variable to zero and solving the resulting equation.

x-intercept of x+y=8:  x = 8, or point (8, 0)

y-intercept of x+y=8:  y = 8, or point (0, 8)

The inequality symbol for this inequality is "less than or equal to", so the boundary line is included in the solution set. That means the line is drawn as a solid (not dashed) line.

When we look at one of the variables with a positive coefficient, we see ...

  x ≤ ... — shading is to the left of the boundary line

or

  y ≤ ... — shading is below the boundary line

The solution space for this inequality is shown in blue in the attached graph.

The x- and y-intercepts are found the same way as above. They are ...

  x-intercept:  x = 2, or point (2, 0)

  y-intercept:  y = -2, or point (0, -2)

The boundary line is solid, and shading is to its left:

  x ≤ ...

The solution space for this inequality is shown in red in the attached graph.

The solutions of the set of inequalities are all the points on the graph where the shaded areas overlap. This is the left quadrant defined by the X where the lines cross.

__

Additional comment

To summarize the "step-by-step", you want to ...

In this process, you make use of your knowledge of plotting points and lines. You also make use of your understanding of "greater than" or "less than" relationships in the x- and y-directions on a graph.

The angle between vectors u and v is approximately 2.21 radians and the angle 8 between vectors 3Tu and v is |15phi/12|

First, we need to find the dot product of vectors u and v:

u · v = (-3)(5) + (-4)(0) = -15

Then, we can find the magnitudes of the vectors:

|u| = √\(((-3)^2 + (-4)^2)\)= 5

|v| = √\((5^2 + 0^2)\) = 5

Using the formula for the angle between two vectors:

cos θ = (u · v) / (|u||v|)

cos θ = (-15) / (5 * 5) = -0.6

θ = arccos(-0.6) ≈ 2.21 radians

Therefore, the angle between vectors u and v is approximately 2.21 radians.

For the second part of the question:

First, we need to find the dot product of vectors 3Tu and v:

3Tu · v = (3cos(3phi/4))(cos(phi/6)) + (3sin(3phi/4))(sin(phi/6))

3Tu · v = 3(cos(3phi/4)cos(phi/6) + sin(3phi/4)sin(phi/6))

Using the trigonometric identity cos(a-b) = cos(a)cos(b) + sin(a)sin(b), we can simplify the dot product:

3Tu · v = 3cos(3phi/4 - phi/6)

Then, we can find the magnitudes of the vectors:

|3Tu| = √(\((3cos(3phi/4))^2 + (3sin(3phi/4))^2\)) = 3√2

|v| = √(\((cos(phi/6))^2 + (sin(phi/6))^2\)) = 1

Using the formula for the angle between two vectors:

cos θ = (3Tu · v) / (|3Tu||v|)

cos θ = [3cos(3phi/4 - phi/6)] / (3√2)

cos θ = cos(15phi/12)

θ = arccos(cos(15phi/12)) = |15phi/12|

Therefore, the angle 8 between vectors 3Tu and v is |15phi/12|.

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Answer:

Please see attachment.

The first one is a quadrilateral that is not a parallelogram.

The second one is a triangle with a right angle.

Step-by-step explanation:

Hope this helps!

If not, I am sorry.

Suppose α∈C is a root of the giver irreducible polynomial f(x)∈Q[x]. To find the multiplicative inverse of β∈Q[α], we can use the following formula: β^(-1) = 1/β.

Let Q be the field of rational numbers. If α is a root of an irreducible polynomial f(x)∈Q[x], then α is an algebraic number. Therefore, the set Q[α] of numbers of the form r+sα (where r and s are rational numbers) is a field.

Thus, if β∈Q[α], then β^(-1) is also in Q[α].

Let's suppose that β = r+sα. In order to find β^(-1), we can use the following formula:

β^(-1) = (r+sα)^(-1) = 1/(r+sα) = (r-sα)/(r^2 - s^2 α^2).

Therefore, the multiplicative inverse of β∈Q[α] is (r-sα)/(r^2 - s^2 α^2).

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Answer:122 days

Step-by-step explanation:

Answer:

There are 17.5 cups of lemonade.

Each classmate receives 5/6 of a cup.

So the number of classmates = Number of cups ÷  proportion of a cup each student receives

Number of classmates = 17.5 ÷ 5/6 = 21 classmates

There are 21 classmates.

Step-by-step explanation: