The sum of two numbers is 2490. Find the numbers, if 8.5% of the first one is equal to 6.5% of the other.

The areas of the trapezoid is 50 units².

The trapezoid PQRS have bases 10 and 12 units respectively. The height of the trapezoid is unknown. Let's find the area of the trapezoid as follows:

area of trapezoid = 1 / 2 (a + b)h

where

Therefore,

a = 10 units

b = 15 units

Using Pythagoras's theorem,

5² - 3² = h²

h = √25 - 9

h = √16

h = 4 units

area of trapezoid = 1 / 2 (10 + 15)4

area of trapezoid = 1 / 2 × 25 × 4

area of trapezoid = 100 / 2

area of trapezoid = 50 units²

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1598 cm square is the area of the container.

According to the statement

we have given that the container is rectangular prism

And Length of rectangular prism is 34cm

Width of rectangular prism is 17 cm

Height of rectangular prism is 20 cm

we use the below written formula to find the surface area

Surface area formula A=(wl+hl+hw)

To find the surface area of the container.

Substitute the values of Length, width and height in the formula then

A=(wl+hl+hw)

A=((17)(34)+(20)(34)+(20)(17))

After solving the values

A=(578+680+340)

A= 1598

So, 1598 cm square is the area of the container.

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hi

a) m = 2

b)  m = 4

c)  n = 5

d)  n= 3

e)  m = 6

f) n = 4

Answer:

We can start by using the second equation to eliminate x:

2x + 5y - 2z = 3

2x = -5y + 2z + 3

x = (-5/2)y + z + 3/2

Now we can substitute this expression for x into the first and third equations:

x + y + z = 4

(-5/2)y + z + 3/2 + y + z = 4

(-5/2)y + 2z = 5/2

x + 7y - 7z = 5

(-5/2)y + z + 3/2 + 7y - 7z = 5

(9/2)y - 6z = 7/2

Now we have a system of two equations with two variables, (-5/2)y + 2z = 5/2 and (9/2)y - 6z = 7/2. We can use any method to solve for y and z, such as substitution or elimination. However, we will find that the system is inconsistent, meaning there is no solution that satisfies both equations.

Multiplying the first equation by 9 and the second equation by 5 and adding them, we get:

(-45/2)y + 18z = 45/2

(45/2)y - 30z = 35/2

Adding these two equations, we get:

-12z = 40/2

-12z = 20

z = -5/3

Substituting z = -5/3 into (-5/2)y + 2z = 5/2, we get:

(-5/2)y + 2(-5/3) = 5/2

(-5/2)y - 10/3 = 5/2

(-5/2)y = 25/6

y = -5/12

Substituting y = -5/12 and z = -5/3 into any of the original equations, we get:

x + y + z = 4

x - 5/12 - 5/3 = 4

x = 29/12

Therefore, the solution is (x, y, z) = (29/12, -5/12, -5/3). However, if we substitute these values into any of the original equations, we will find that it does not satisfy the equation. For example:

2x + 5y - 2z = 3

2(29/12) + 5(-5/12) - 2(-5/3) = 3

29/6 - 5/2 + 5/3 ≠ 3

Since there is no solution that satisfies all three equations, the system is inconsistent.

Step-by-step explanation:

Answer:

See below for proof.

Step-by-step explanation:

A system of equations is not consistent when there is no solution or no set of values that satisfies all the equations simultaneously. In other words, the equations are contradictory or incompatible with each other.

Given system of equations:

\(\begin{cases}x+y+z = 4\\2x+5y-2z =3\\x+7y-7z =5\end{cases}\)

Rearrange the first equation to isolate x:

\(x=4-y-z\)

Substitute this into the second equation to eliminate the term in x:

\(\begin{aligned}2x+5y-2z&=3\\2(4-y-z)+5y-2z&=3\\8-2y-2z+5y-2z&=3\\-2y-2z+5y-2z&=-5\\5y-2y-2z-2z&=-5\\3y-4z&=-5\end{aligned}\)

Subtract the first equation from the third equation to eliminate x:

\(\begin{array}{cccrcrcl}&x&+&7y&-&7z&=&5\\\vphantom{\dfrac12}-&(x&+&y&+&z&=&4)\\\cline{2-8}\vphantom{\dfrac12}&&&6y&-&8z&=&1\end{aligned}\)

Now we have two equations in terms of the variables y and z:

\(\begin{cases}3y-4z=-5\\6y-8z=1\end{cases}\)

Multiply the first equation by 2 so that the coefficients of the variables of both equations are the same:

\(\begin{cases}6y-8z=-10\\6y-8z=1\end{cases}\)

Comparing the two equations, we can see that the coefficients of the y and z variables are the same, but the numbers they equate to is different. This means that there is no way to add or subtract the equations to eliminate one of the variables.

For example, if we subtract the second equation from the first equation we get:

\(\begin{array}{crcrcl}&6y&-&8z&=&-10\\\vphantom{\dfrac12}-&(6y&-&8z&=&\:\:\;\;\:1)\\\cline{2-6}\vphantom{\dfrac12}&&&0&=&-11\end{aligned}\)

Zero does not equal negative 11.

Since we cannot eliminate the variable y or z, we cannot find a unique solution that satisfies all three equations simultaneously. Therefore, the system of equations is inconsistent.

Based on the information, we can infer that the theoretical probability of these colors would be 33.33%. However, the table reflects different data.

To calculate the theoretical probability of each color we must perform the following mathematical operation.

Bearing in mind that 300 is 100% of the people, we must divide 300 by 3 to know how many people should choose a specific color. In this case, every 100 people should choose a different color.

Additionally, these 100% would represent 33.33% of the total population.

100 * 100 / 300 = 33.33%

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The function at the given value of the independent variable, f(x) = 1/√(x-4)f(x) - f(5) / x - 5 is (x-5).

Each element of X is given precisely one element of Y by the function from a set X to a set Y. The sets X and Y are collectively referred to as the function's domain and codomain, respectively. Initially, functions represented the idealised relationship between two changing quantities.

We have given function as ,

f(x) = 1/√(x-4)

We have to find f(x) - f(5)/x-5

f(x) = f(5)/x-5 = 1/√(5-4)/(x-5)

= 1/√(5-4)/(x-5)

= (x-5)/√(5-4)

= (x-5)

Therefore, The function at the given value of the independent variable, f(x) = 1/√(x-4)f(x) - f(5) / x - 5 is (x-5).

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To draw a conclusion, a statistical analysis with a significance level (alpha) of 0.02 can be applied to compare the results.treated samples consistently show lower shrinkage temperatures compared to the control samples

In this study, the aim is to prove that electrical stimulation improves meat tenderness. Connective tissue (collagen) from beef steaks was examined, as lower collagen shrinkage temperature indicates higher tenderness.

The beef carcasses were split, with one side subjected to electrical current and the other side untreated as a control. Steak samples were cut from each side and tested for tenderness by determining the collagen shrinkage temperature.

I, it suggests that electrical stimulation does improve meat tenderness.

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Answer:150?

Step-by-step explanation:

Given : 1 out of 5 students voted for soccer.

So, 4 out of 5 students voted for basketball.

So, the ratio of the students voted for basketball = 4/5

There were a total of 25 votes.

So, the total number of the students voted for basketball =

So, the answer is 20 students voted for basketball

The area of the triangle FGH is equal to  13√10 unit²

Given that the vertices;

F(-5,-7), G(-2,-5), and H(-6,-2)

We have to find the area of the triangle as;

Area of triangle = 1/2bh²

Here,

Area of triangle FGH = 1/2 (GH) (FG)²

Now,

Length of FG =  √26

Length of GH =  √10

Then,

Area of triangle FGH = 1/2 (GH) (FG)²

Area of triangle = 1/2 × √10 × √26²

Area of triangle = 1/2 × √10 × 26

Area of triangle FGH = 13√10

Therefore,

The area of the triangle FGH = 13√10 unit²

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we know that

The volume of the sphere is equal to

In this problem we have

r=14/2=7 in ----> the radius is half the diameter

pi=3.14

substitute the given values

Answer:

84.37 %.

Step-by-step explanation:

The question is shown in the attached figure.

We have,

\(f(t)=2t^3+10,\ t=3\)

We can find the value of f(t) at t = 3,

\(f(3)=2(3)^3+10\\\\f(3)=64\)

Finding f'(t).

\(f'(t)=6t^2\)

Finding f'(t) at t = 3

\(f'(3)=6(3)^2\\\\=54\)

The relative change is calculated as :

\(\dfrac{f'(t)}{f(t)}=\dfrac{54}{64}\\\\=0.8437\)

In percentage rate of change,

\(\dfrac{f'(t)}{f(t)}=0.8437\times 100\\\\=84.37\%\)

Hence, the required percent change is 84.37 %.

The LCM of 4 and 6 is 12.

Least Common Multiple is a mathematical term. The smallest number that is a multiple of both of two numbers is called the least common multiple.

For example, common multiples of 4 and 6 are 12, 24 and 36, but the lowest of those is 12; therefore, the lowest common multiple of 4 and 6 is 12.

Given:

4: 2 x 2

6: 2 x 3

Now, as there is one 2 common in both then it will be written for one time.

and the rest uncommon numbers are written as same as well.

So, LCM( 4, 6)= 2 x 2 x 3 = 12

Hence, the LCM of 4 and 6 is 12.

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Answer:

You have found 24 nickels.

Step-by-step explanation:

Let N be the number of nickles, D be the number of dimes and Q be the number of quarters. The number of coins and their face values are given by the following expressions, respectively:

\(N+D+Q=72\\0.05N+0.10D+0.25Q=10.20\)

As of now we have three variables and two expressions, the final expression needed to solve the linear system is given by the amount offered by the coin dealer:

\(10N+20D+15Q=1,060\)

Solving the linear system:

\(N+D+Q=72\\5N+10D+25Q=1,020\\10N+20D+15Q=1,060\\\\10N-10N+20D-20D+15Q-50Q=1,060-(2*1,020)\\-35Q=-980\\Q=28\\\\5N-10N+10D-10D+25Q-10Q=1,020-720\\-5N+15Q=300\\-5N=300-(15*28)\\N=24\)

You have found 24 nickels.

A statement that describes the median of a triangle include the following: A. a segment drawn from a vertex to the midpoint of the opposite side.

In Mathematics and Geometry, a triangle is a two-dimensional geometric shape that comprises three sides, three vertices and three angles only.

In Mathematics and Geometry, the median of a triangle can be defined as a line segment with end points that is typically drawn from a vertex to the midpoint of the opposite side of the triangle.

In this context, we can logically deduce that a line segment with end points at the vertex and the midpoint of the triangle's opposite side simply refers to the median of a triangle.

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The measure of ∠EFJ is 60°. Option B is the correct option.

What is a linear pair?

When two lines cross at one point, a linear pair of angles are created. If the angles follow the intersection of the two lines in a straight line, they are said to be linear. A linear pair's total angles are always equal to 180°. These are also referred to as supplementary angles.

∠EFG is a linear pair of angle.

This means ∠E F G = 180°

Given that ∠J F K = 90° and ∠E F J = 2∠K F G.

∠E F G is the sum of angles ∠E F J, ∠J F K  and ∠K F G

∠E F G = ∠E F J + ∠J F K + ∠K F G

Now putting the value of ∠E F G, ∠J F K

180° = ∠E F J +  90° + ∠K F G

Again putting ∠K F G = 1/2∠E F J:

180° = ∠E F J +  90° + 1/2∠E F J

180° -  90° = 3/2 ∠E F J

90° = 3/2 ∠E F J

∠E F J = 90° ×(2/3)

∠E F J = 60°.

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Domain: 8, 9, 10, 11.Range: -7, 7 This relation does not represent a function because the same x-value (8, 10, 11) is associated with more than one y-value (-7, 7).

Domain: 8, 9, 10, 11

Range: -7, 7

A function is a relation between a set of inputs and a set of outputs such that each input is associated with exactly one output. This particular relation fails to meet this condition because the domain value 8 is associated with two different range values (-7 and 7). In other words, the same input (8) is associated with two different outputs, which means the relation does not represent a function. The domain of the relation is 8, 9, 10, 11 and the range is -7 and 7. Therefore, this relation does not represent a function because it violates the condition that each input must have one and only one associated output.

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(1) p value is 0.234. So the 4th option is correct.

(2) p value grater that any alpha values so we fail to reject the null. So the 4th option is correct.

(3) The outcome is significant if the null hypothesis is rejected. So the third option is the correct choice.

4) We lack sufficient data to claim that UF students who are Florida residents differ from non-Florida residents in the average number of cities they have lived in since we are unable to reject the null hypothesis.

We consider the following hypothesis-

H0: µ1 = µ2 vs H1: µ1 ≠ µ2

Where µ1 is the population mean of the non FL res

µ2 is the population mean of the FL res

1) p value = 0.234

(Obtained by p value calculator corresponding to the test statistic at 0.05 significance level with degrees of freedom 232+1224-2 = 1454)

Hence the 4th option is correct.

2) We know if p value ≤ α we reject the null.

Here since p value grater that any alpha values so we fail to reject the null.

Hence the 4th option is correct i.e, t none of the usual α.

(3) The outcome is significant if the null hypothesis is rejected. This conclusion is neither statistically nor practically significant because we are unable to reject the null hypothesis. The third option is the correct choice.

(4) We lack sufficient data to claim that UF students who are Florida residents differ from non-Florida residents in the average number of cities they have lived in since we are unable to reject the null hypothesis.

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The right question is given below:

Answer:

-1  13/18

Step-by-step explanation:

Answer:

x = 9 , y = 12

Step-by-step explanation:

Solve the following system:

{4 y - 5 x = 3

x = 2 y - 15

Hint: | Perform a substitution.

Substitute x = 2 y - 15 into the first equation:

{4 y - 5 (2 y - 15) = 3

x = 2 y - 15

Hint: | Expand the left-hand side of the equation 4 y - 5 (2 y - 15) = 3.

4 y - 5 (2 y - 15) = 4 y + (75 - 10 y) = 75 - 6 y:

{75 - 6 y = 3

x = 2 y - 15

Hint: | Choose an equation and a variable to solve for.

In the first equation, look to solve for y:

{75 - 6 y = 3

x = 2 y - 15

Hint: | Isolate terms with y to the left-hand side.

Subtract 75 from both sides:

{-6 y = -72

x = 2 y - 15

Hint: | Solve for y.

Divide both sides by -6:

{y = 12

x = 2 y - 15

Hint: | Perform a back substitution.

Substitute y = 12 into the second equation:

{y = 12

x = 9

Hint: | Sort results.

Collect results in alphabetical order:

Answer: {x = 9 , y = 12

Answer:

helllo tyyyyyyyyyyyyy

Answer:

LovelyPeaches on the track

This beat burnin' and itchin'

Don't leave me 'round yo man 'cause yo dude gonna go missing

Travel all around the world, yes I'm on a mission

He say it burn when he be p*ssing

I'm completing my mission

So much I wanna say I just can't make it rhyme

That n*gga breath stank so I let him hit it from behind

Step-by-step explanation:

9514 1404 393

Answer:

  (a, b) = (4, 8)

Step-by-step explanation:

Writing both equations in general form, we have ...

  6a -5b +16 = 0

  9a -7b +20 = 0

__

We can make a little array of the numbers in the equations:

  \(\left[\begin{array}{cccc}6&-5&16&6\\9&-7&20&9\end{array}\right]\)

Note that the first column is repeated at the end.

Now, we can "cross multiply" and form the differences of products in adjacent columns:

  d1 = (6)(-7) -(9)(-5) = 3 . . . . . . left 2 columns

  d2 = (-5)(20) -(-7)(16) = 12 . . . . . middle 2 columns

  d3 = (16)(9) -(20)(6) = 24 . . . . . right 2 columns

Then the solutions to these equations are the solutions to ...

  1/d1 = a/d2 = b/d3

  a = d2/d1 = 12/3 = 4

  b = d3/d1 = 24/3 = 8

The values of a and b are 4 and 8, respectively.

_____

Additional Comment

There are a number of ways to solve linear equations. This is similar to what you would get by doing "elimination". It is also similar to Cramer's Rule and Vedic math techniques. The number of math operations is about the same*. Once you learn the technique, it is fairly fast and requires no decision-making. My other favorite method is using a graphing calculator.

__

* This method uses 6 multiplications, 3 subtractions, 2 divisions. In the general case of "elimination", where the coefficients are not "nice" (as here), you would perform 7 multiplications, 4 subtractions and 2 divisions. This method is less work when the coefficients don't cancel easily.

This table shows the frequency of each number obtained after throwing the die 35 times

To prepare a frequency table based on the numbers obtained from throwing a die 35 times, we can list the numbers from 1 to 6 and count the frequency of each number.

Numbers: 1, 2, 3, 4, 5, 6

Frequency: 5, 14, 6, 4, 5, 1

Based on the given numbers, the frequency table would look like this:

Number   | Frequency

1                      5

2                     14

3                      6

4                      4

5                      5

6                       1

This table shows the frequency of each number obtained after throwing the die 35 times.

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The measure of an angle X is 11° and 3X+2°=35° , 4X-9° =35° .

In Euclidean geometry, an angle is a figure made up of two rays that have a shared vertex, also known as a common terminus, and are referred to as the angle's sides. The angles of two rays are situated in the plane containing the rays. An angle is also created when two planes intersect at an angle. These are referred to as dihedral angles. Another technique to define two curves is to specify the angle generated by rays that are tangent to the intersection of two curves. Angle is another word for how long a rotation or angle is.

∠QPA = ∠UPA

3X+2 =4X- 9

4X-3X= 9 + 2

X= 11

The measure of X is 11

3X+2°=3(11)+2°

=35°

(4X-9)°=(4(11)-9)°

=35°

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Answer:

  1 ≤ x < 1.75

Step-by-step explanation:

You want the solution to f(4x -3) ≥ f(2 -x²), given the domain of f(x) is (-8, 4) and f is increasing on that domain.

The restriction on the domain of f(x) puts bounds on the values that x may have. In particular, we require ...

The first of these bounds is the most restrictive.

The inequality can be rearranged to ...

  x² +4x -5 ≥ 0

  (x -1)(x +5) ≥ 0

  x ≤ -5  or  x ≥ 1 . . . . . values of x that make the product non-negative

The solution set is the overlap between the values of x that satisfy the inequality and the values of x that keep the arguments of f(x) within the domain of f. That overlap is the region ...

  1 ≤ x < 7/4

<95141404393>

This statement essentially establishes a relationship between the sets X, Y, and z, stating that there exists a subset Y for each element x in X such that the elements in Y are present in some subset z of X.

The given statement is a symbolic representation of a logical proposition involving quantifiers and logical connectives. Let's break down its meaning:

∀ X ∃ Y ∀u(u ∈ Y ↔ ∃z(z ∈ X ∧ u ∈ z))

The symbol ∀ (universal quantifier) indicates that the statement applies to all elements in the set X.

The symbol ∃ (existential quantifier) indicates that there exists at least one element in the set Y.

The statement can be interpreted as follows:

"For all elements x in the set X, there exists a set Y such that for every element u in Y, u is an element of Y if and only if there exists a set z in X such that u is an element of z."

In simpler terms, the statement asserts that for every element x in the set X, there is a set Y that contains elements u if and only if there exists a set z in X that also contains u.

It is important to note that the precise meaning and implications of this statement may depend on the context and interpretation of the sets X, Y, and their elements.

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Answer:

True

Step-by-step explanation:

rational numbers are integers and whole numbers.

========================================================

Explanation:

Minor arc QV is 80 degrees because it adds to minor arc VU = 100 to get 80+100 = 180. Note how angle QPU = 180, since it's a straight line and QU is a diameter of the circle.

Add up the minor arcs

to get:  44+100+80 = 224

This means arc TUQ is 224 degrees. Inscribed angle QZT subtends arc TUQ. Use the inscribed angle theorem to say that the inscribed angle is half of the arc it cuts off.

angle QZT = (arc TUQ)/2

angle QZT = 224/2

angle QZT = 112 degrees

Answer:

bt? I don't know for sure