is c=3.75x proportional

Answer:

x = 3

Step-by-step explanation:

3x = 13-4

=> 3x = 9

=> x = 3

7

Step-by-step explanation:

you scored 12+5+3=20

your friend scored 15+3+4=27

27-20=7

Answer:

Solve for x

Step-by-step explanation:

The given boundary-value problem can be solved using the method of variation of parameters. the solution to the given boundary-value problem is у(x) = -e2x + 2e4x.

First, we need to find a particular solution of the homogeneous equation y" - 8y' + 16y = 0, which is yp(x) = c1e2x + c2e4x, where c1 and c2 are constants.

To find the particular solution, we can use the given boundary conditions y(0) = 1 and y(1) = 0. We solve for c1 and c2, and we get c1 = -1 and c2 = 2.

So, the particular solution is yp(x) = -e2x + 2e4x. The general solution of the boundary-value problem is then:
у(x) = c1e2x + c2e4x -e2x + 2e4x
= c1e2x + (c2 + 2)e4x.

By using the boundary conditions, we can find the value of c1 and c2:
у(0) = c1 + c2 + 2 = 1
у(1) = c1e2 + (c2 + 2)e4 = 0

Solving these two equations, we get c1 = -1 and c2 = 2.
Therefore, the solution to the given boundary-value problem is
у(x) = -e2x + 2e4x.

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The probability of the sum equaling 5 is 1/9

From the question, we have the following parameters that can be used in our computation:

Rolling two dice

When two dice are rolled, we have

Outcomes = 36

Sum of 5 = 4

using the above as a guide, we have the following:

P = Sum of 5/Outcomes

substitute the known values in the above equation, so, we have the following representation

P = 4/36

Evaluate

P = 1/9

Hence, the probability is 1/9

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Answer:

neither

Step-by-step explanation:

Lucas and Tony were trying to solve the equation:

x^2=16x+25x  

2

=16x+25x, squared, equals, 16, x, plus, 25

Lucas said, “The x^2x  

2

x, squared term is isolated, so I"ll take the square root of both sides and solve.”

Tony said, “I'll solve using the quadratic formula with a=1a=1a, equals, 1, b=16b=16b, equals, 16, and c=25c=25c, equals, 25.”

Whose solution strategy would work?

Neither Lucas's approach for the solution is correct nor Tony's approach.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
Lucas approch,
x² = 16x + 25
√x² = √16x + 25
x = √16x + 25

No further solution by Lucas,

Now,
Toy's approach,
for equation,

x² = 16x + 25

Using quadratic formula he figured it out a = 1, b = 16 ad c = 25, which is wrong from the equation a = 1, b = -16, and c = -25.

Thus, Neither Lucas's approach for the solution is correct nor Tony's approach.

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Answer:

E (3,1)

G (4,6)

F (10,1)

Step-by-step explanation:

Answer:

See the attached images

Step-by-step explanation:

We're reflecting this image over the line y = –1, right?

This means we need to copy this image over the line like a mirror does a reflection. It isn't exactly what we got before, though—it's flipped backward, just like text when you look at it in a mirror!

First, look where points E and F are. They're two squares below the line. That means we count two squares up to reach y = –1… then count up another two squares to reflect the points across the line.

Next, look at point G. This is what I personally feel is easier: this point has a y-coordinate of –8. This makes it 7 squares below y = –1. To get its new y-coordinate, we add 7 to –1 to get y = 6.

The x-coordinates of the points don't change here; the line the shape is reflected over is a horizontal line. If the line were vertical, we'd only change the x-coordinates and not the y-coordinates. If the line were a linear function like y = x, we'd reflect our x-coordinates and y-coordinates.

Another way to think of it here: how squares below the line is each point? Then multiply that number by 2 and add it to the initial y-coordinate to find its new position.

Forgive me for the weird dots in the last image. I got frustrated and drew the triangle with my pinky finger because I can't quite draw nor write with a mouse yet!!

Hope this helps you understand! Have a great day!

Answer:

5/4

Step-by-step explanation:

Total length = Sum of the length of the two pieces of wood :

\( \frac{1}{2} + \frac{3}{4} \\ lcm = 4 \\ \)

Adjust values according to the lcm

\(4 \div 2 \times 1 = 2 \\ 4 \div 4 \times 3 = 3 \\ = \frac{3 + 2}{4} \\ = \frac{5}{4} \)

Answer:

(I think it MIGHT be) 5/4

Step-by-step explanation:

The girl that answered me up above is right

Answer:

Right Triangle

Step-by-step explanation:

I hope this helps!

Answer:

Step-by-step explanation:

You will need amount of 1.5 cups of butter if you plan to use 3 cups of flour in your recipe.

To calculate how much butter is needed for 3 cups of flour in a recipe, start by identifying that the recipe requires a ratio of 1 cup of butter for every 2 cups of flour. To get the amount of butter needed for 3 cups of flour, multiply 1 cup of butter by 1.5. This will give you 1.5 cups of butter, which is the amount needed for 3 cups of flour.  Therefore, you will need 1.5 cups of butter if you plan to use 3 cups of flour in your recipe.  To ensure accuracy, it is recommended to measure the ingredients carefully and double check your calculations before proceeding.

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The distance of the swing of a pendulum decreases by a constant amount each swing. To find the distance of the swing at the tenth swing, you can use the formula:

distance at nth swing = distance at first swing * (1 - decay factor)^(n-1)

Where decay factor is the fractional decrease in distance per swing. In this case, the decay factor is (80 - 76) / 80 = 0.05. Plugging this into the formula above, we get:

distance at 10th swing = 80 * (1 - 0.05)^9 = 53.78 cm

So the distance of the swing at the tenth swing is approximately 53.78 cm.

The value of x1 = -4 and the value of x2 = 26/3 for the given inverse of the coefficient matrix.

The placement of numbers in rows and columns to create an array is known as a matrix.

A row is a horizontal arrangement, whereas a column is a vertical arrangement. Every integer in the matrix is referred to as an element, and its location is symbolized by A_mn.

Using the matrix, we can write the equation as:

AX = B

X = A^-1 B

\(\left[\begin{array}{c}X_1&X_2\end{array}\right] = \left[\begin{array}{cc}-1&-1\\2&\frac{5}{3} \end{array}\right] \left[\begin{array}{cc}6\\ -2\end{array}\right]\)

Using the matrix multiplication, we have:

\(\left[\begin{array}{c}X_1&X_2\end{array}\right] = \left[\begin{array}{cc}-4\\ \frac{26}{3} \end{array}\right]\)

Hence, the value of x1 = -4 and the value of x2 = 26/3 for the given inverse of the coefficient matrix.

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Answer:

Your answer is 15.

Step-by-step explanation:

I've done this before and got it right

Answer:

Step-by-step explanation:

pythagoras theorem

a^2+b^2=c^2

15^2+8^2=missing side^2

225+64=missing side^2

\(\sqrt{289\)=missing side

17=missing side

To find two incomparable elements in a poset, we need to identify two elements that cannot be compared using the partial order relation of the poset.

a) In the poset (P({0,1,2}), ⊆), we are dealing with the power set of {0,1,2} ordered by set inclusion. This means that for any two sets A and B, if A is a subset of B, then A is less than or equal to B in the partial order. To find two incomparable elements, we need to find two sets that are not subsets of each other. For example, {0,1} and {2} are incomparable since neither is a subset of the other. Another example would be {0,1} and {1,2}, since neither is a subset of the other.

b) In the poset ({1,2,4,6,8}, |), we are dealing with the set of positive integers {1,2,4,6,8} ordered by divisibility. This means that for any two integers a and b, if a divides b (i.e. b is a multiple of a), then a is less than or equal to b in the partial order. To find two incomparable elements, we need to find two integers that do not divide each other. For example, 2 and 8 are incomparable since 8 is not divisible by 2, and neither is 2 divisible by 8. Another example would be 4 and 6, since they have no common factors and therefore are not divisible by each other.

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Answer:

Variable = x

Coefficient = 2

Constant = 7

A variable is an unknown that holds an unknown value.

A coefficient is a number that multiplies something.

A constant is a fixed number.

Hope This Helps :)

Answer:

11:40

Step-by-step explanation:

9:30 and 2 hours and 10min is 11:40

The matrix equation ax = ba is x = a²(-1) × (ba).

Given the matrix equation ax = ba, to solve for x.

To solve for x, multiply both sides of the equation by the inverse of a, assuming it exists that for matrix equations, the order of multiplication matters.

The correct solution should be:

ax = ba

To isolate x, multiply both sides of the equation by the inverse of a on the left:

a²(-1) × (ax) = a²(-1) × (ba)

Multiplying a²(-1) on the left side cancels out with a,

x = a²(-1) × (ba)

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Answer:

is its about 2880 if i did it right

Step-by-step explanation:

1 Square foot (sq ft) is equal to 144 square inches (sq in). To convert square feet to square inches, multiply the square foot value by 144.

The system of linear inequalities to model the situation is 10x + 20y ≤ 100 and y > 2x

From the question, we have the following parameters that can be used in our computation:

Using the following representations:

We have the following system of inequalities from the given statements

10x + 20y ≤ 100

y > 2x

Hence, the system of inequalities is 10x + 20y ≤ 100 and y > 2x

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Answer:

J= -18

Step-by-step explanation:

Solve for j by simplifying both sides of the equation, then isolating the variable

The general solution to the differential equation dy/dx = 1/3(sin x − xy^2), y(0)=5 is: y = ±√[(sin x - e^(x/2)/25)/x], if sin x - xy^2 > 0 and y(0) = 5

To solve this differential equation, we can use separation of variables.

First, we can rearrange the equation to get dy/dx on one side and the rest on the other side:

dy/dx = 1/3(sin x − xy^2)

dy/(sin x - xy^2) = dx/3

Now we can integrate both sides:

∫dy/(sin x - xy^2) = ∫dx/3

To integrate the left side, we can use substitution. Let u = xy^2, then du/dx = y^2 + 2xy(dy/dx). Substituting these expressions into the left side gives:

∫dy/(sin x - xy^2) = ∫du/(sin x - u)

= -1/2∫d(cos x - u/sin x)

= -1/2 ln|sin x - xy^2| + C1

For the right side, we simply integrate with respect to x:

∫dx/3 = x/3 + C2

Putting these together, we get:

-1/2 ln|sin x - xy^2| = x/3 + C

To solve for y, we can exponentiate both sides:

|sin x - xy^2|^-1/2 = e^(2C/3 - x/3)

|sin x - xy^2| = 1/e^(2C/3 - x/3)

Since the absolute value of sin x - xy^2 can be either positive or negative, we need to consider both cases.

Case 1: sin x - xy^2 > 0

In this case, we have:

sin x - xy^2 = 1/e^(2C/3 - x/3)

Solving for y, we get:

y = ±√[(sin x - 1/e^(2C/3 - x/3))/x]

Note that the initial condition y(0) = 5 only applies to the positive square root. We can use this condition to solve for C:

y(0) = √(sin 0 - 1/e^(2C/3)) = √(0 - 1/e^(2C/3)) = 5

Squaring both sides and solving for C, we get:

C = 3/2 ln(1/25)

Putting this value of C back into the expression for y, we get:

y = √[(sin x - e^(x/2)/25)/x]

Case 2: sin x - xy^2 < 0

In this case, we have:

- sin x + xy^2 = 1/e^(2C/3 - x/3)

Solving for y, we get:

y = ±√[(e^(2C/3 - x/3) - sin x)/x]

Again, using the initial condition y(0) = 5 and solving for C, we get:

C = 3/2 ln(1/25) + 2/3 ln(5)

Putting this value of C back into the expression for y, we get:

y = -√[(e^(2/3 ln 5 - x/3) - sin x)/x]

So the general solution to the differential equation dy/dx = 1/3(sin x − xy^2), y(0)=5 is:

y = ±√[(sin x - e^(x/2)/25)/x], if sin x - xy^2 > 0 and y(0) = 5

y = -√[(e^(2/3 ln 5 - x/3) - sin x)/x], if sin x - xy^2 < 0 and y(0) = 5

Note that there is no solution for y when sin x - xy^2 = 0.

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For the given equilateral triangle BDE and isosceles triangle ABC are-

For the given equilateral triangle BDE and isosceles triangle ABC.

∠1 = ∠9 (As, AB = BC, isosceles triangle)

4x + 3 = 9x - 47

5x = 50

x = 10

∠1 = 4x + 3 = 43

∠9 = 43

In equilateral triangle BDE, all angles are equal.

Thus,

∠5 = ∠4 = ∠6 = 60.

∠3 = 180 - ∠4 (linear pair)

∠3 = 180 - 60 = 120

∠8 = 180 - ∠9 (linear pair)

∠8 = 120

∠2 = 180- (∠1 + ∠3)

∠2 = 180 - 163

∠2 = 17

Similarly, ∠7 = 180- (∠8 + ∠9)

∠7 = 180 - 163

∠7 = 17

Thus, all angles of the given triangles are found.

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Answer:

-8-18=10

Step-by-step explanation:

the diffrence is 10 bc all u have to do is subtract whenever it tells u to find the diffrence :)

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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Answer:

a. he earn 14578.00 in that month.

Answer:

60 Degrees

Step-by-step explanation:

Supplementary means it equals 180 together, so you divide it by 3 because the one is twice as big and you take the smaller answer

\(\frac{180}{3} =60\)

Small and large angle are 60° and 120°.

Given that;

Angles are supplementary

Computation:

Assume;

Smaller angle = a

So,

Large angle = 2a

So,

In supplementary

a + b = 180

a + 2a = 180

3a = 180

a = 60

Smaller angle = 60°

Large angle = 2(60)

Large angle = 180°

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Therefore , the solution of the given problem of expressions comes out to be  students can develop their factoring abilities and avoid mistakes with practise and instruction.

Estimates that combine joining, disabling, and rather than randomly divide should be produced when variables are shifting. If they got together, they could solve a mental puzzle, provide some data, and instead software. A declaration of truth contains formulas, components, and mathematical processes like combination, subtraction, omission, and grouping. Both phrases and words can be assessed and analysed.

Here,

are some pointers to assist students B and C prevent incorrect factoring in the future:

Regularly practise factoring: Since factoring is a talent that must be honed, students should make sure to factor problems frequently. They will be better able to understand the procedure and spot trends in the expressions they are factoring as a result of this.

Verify the indications again because they are prone to error when factoring. Students should double-check their distribution of the signs and make sure no negative indicators are being left out.

Students should double-check their work by multiplying the factors back together after factoring an equation. They'll be able to correct any errors they may have made thanks to this.

If students need assistance with factoring, they should ask an instructor or tutor for assistance. Although factoring can be a challenging ability to master, students can develop their factoring abilities and avoid mistakes with practise and instruction.

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Answer:

a  75x+165=y

b  75(3)+165=390

c   75x is the cost increasing for each hour

d  y-intercept=165, it cost at least 165 for the parts

Step-by-step explanation: