Whats the 100 digits of pie?\
im only asking because brainly keeps telling me to ask a question

Therefore, the closed form solution for fn is: fn = (-1/2)(10^n) + (1/2)(12^n)

The characteristic equation for a linear homogeneous recurrence relation is of the form:

an fn + an-1 fn-1 + ... + a1 f1 + a0 f0 = 0

where a0, a1, ..., an are constants and fn, fn-1, ..., f0 are the terms of the sequence.

In this case, the characteristic equation is:

(x - 10)(x - 12) = 0

which has roots x = 10 and x = 12.

The general solution for the recurrence relation is then:

fn = A(10^n) + B(12^n)

where A and B are constants that can be determined from the initial conditions.

Using the initial values given, we can solve for A and B:

f0 = A(10^0) + B(12^0) = 0

f1 = A(10^1) + B(12^1) = 1

From the first equation, we have B = -A. Substituting into the second equation, we get:

A(10) - A(12) = 1

Simplifying, we have:

-2A = 1

So A = -1/2 and B = 1/2.

Therefore, the closed form solution for fn is:

fn = (-1/2)(10^n) + (1/2)(12^n)

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Answer: 1840 pounds

Step-by-step explanation:4x4=16

460 x 4 = 1840

If you are filling traffic cones with sand to keep them from blowing over and the cone has a radius of 7 inches and a height of 28 inches, then 1436 cubic inches of sand can fit inside the cone.

The volume of the cone can be described as the measure of a 3-D space occupied by matter.

The volume of sand in cubic inches that can fit inside the traffic cone can be calculated by the formula,

v = πr²h / 3

As the radius of the cone = 7 inches

Height of the cone = 28 inches

v = π(7)²28 / 3

v = (π)(49)(28) / 3

v = (π)(1372) / 3

As π = 3.14

v = (3.14)(1372) / 3

v = 4308.08 / 3

v = 1436.02 ≈ 1436 cubic inches

Hence, 1436 cubic inches of sand is calculated to fit inside the cone.

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Answer:

37.5

Step-by-step explanation: 9×8 - 4×8/2 - 5×5/2 + 4×3/2 = 37.5

The whole grid area - left white triangle area - right up triangle area - right down triangle area = blue part area

The scatterplot between a predictor variable and an outcome with a non-linear relationship would not form a straight line, but rather a curved or nonlinear shape.

In linear regression, we assume that there is a linear relationship between the predictor variable and the outcome. However, this assumption may not hold in all cases, and there may be cases where the relationship between the two variables is not linear.

In such cases, a straight line may not be a good fit for the data, and a non-linear model may be more appropriate. In a scatterplot, a non-linear relationship would be indicated by a curve or a nonlinear shape rather than a straight line.

Examples of non-linear relationships include exponential, logarithmic, and polynomial relationships. It is important to identify and account for non-linear relationships when modeling data to ensure accurate and valid results.

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Answer:

1) AD = 9 in

2) DE = 9.25 in

3) ∠EDC = 36°

4) ∠AEB = 108°

5) 11.5 in

Step-by-step explanation:

1) AD = BC = 9in

2) AC = BD (diagonals are equal)

⇒ BD = 14.25

⇒ BE + DE = 14.25

⇒ 5 + DE = 14.25

DE = 9.25

3) Since AB ║CD,

∠ABE = ∠EDC = 36°

4) ∠ABE = ∠BAE = 36°

Also ∠ABE + ∠BAE + ∠AEB = 180 (traingle ABE)

⇒ 36 + 36 + ∠AEB = 180

∠AEB = 108

5) midsegment = (AB + CD)/2

= (8 + 15)/2

11.5

Answer:

a quadratic function is letter A

Answer:

The answer is " 34 Cups".

Step-by-step explanation:

4 quarts of pineapple juice= 16 cups

7 pines of milk = 14 cups

4 cups apple juice is the same= 4 cups

Calculating the overall cups:

\(\to 16+14+4\\\\\to 34 \ cups\)

Answer:

D. y = 0.8x + 9.25

Step-by-step explanation:

The pizza parlor charges a flat rate of 9.25, this means that the value 9.25 is constant. The value 0.8 is a coefficient, meaning that is relevance in the equation is to be multiplied by the x value.

Answer

D hope this helps

True. Variables employed in a regression model can be both quantitative and qualitative.

Quantitative variables represent numerical data, while qualitative variables represent non-numerical data that fall into distinct categories or groups. Including both types of variables in a regression model allows for examining the relationship between the dependent variable and various predictors.

In regression analysis, variables used in the model can be quantitative or qualitative. Quantitative variables, also known as continuous variables, are measured on a numeric scale and represent quantities or magnitudes. Examples include age, income, temperature, or height. These variables can be used as predictors in regression models to analyze their impact on the dependent variable.

On the other hand, qualitative variables, also known as categorical or discrete variables, represent non-numeric data that fall into distinct categories or groups. Examples include gender, ethnicity, occupation, or education level. These variables can also be used in regression models by encoding them as dummy variables or indicator variables, allowing for the examination of their relationship with the dependent variable.

Including both quantitative and qualitative variables in a regression model provides a comprehensive analysis of the factors that influence the dependent variable. It allows for understanding the impact of numerical factors as well as the categorical characteristics on the outcome variable, facilitating a more thorough understanding of the relationship being studied.

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The value of r'(1) and s'(4) is 0 that can be interpreted with the help of the graph that is given in the question.

Derivative in mathematics, the rate of change of a characteristic with recognize to a variable. Derivatives are essential to the answer of troubles in calculus and differential equations. The essence of calculus is the by-product. The by-product is the immediately price of extrade of a characteristic with recognize to certainly considered one among its variables. This is equal to locating the slope of the tangent line to the characteristic at a point

\(r(x) = f(g(x))\)therefore the derivative of r is given by \(r'(x) = f'g(x)\times g'(x)\)

\(r'(1) = f'(g(1))\times g'(1)\) from the graphs

r'(1) = f'4 \times g'1 = (5/4) \times(0) = 0

Similarly s'(1) = g'(f(1))\times f'(1) from the graphs

 f(1)=1.5, f'(1)

=\dfrac{ (3-0)}{(0-2)}

= -3/2 , g'(3/2) = 0

s'(4) = g'(3/2) \times f'(4) = 0(-1.5) = 0

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Complete question:

let r(x) = f(g(x)) and s(x) = g(f(x)), where f and g are shown in the figure. find r'(1) and s'(4).

True

The statement "A system composed of two linear equations must have at least one solution if the straight lines represented by these equations are nonparallel," is true.

What is a system of linear equations?

In algebra, a system of linear equations is a collection of two or more linear equations with the same variables.

If these linear equations represent two or more lines that aren't parallel, the equations are said to form a system of equations with at least one solution.

The intersection of the lines is the location where an equation system has a solution.

Two lines are parallel if they have the same slope and never intersect.

If two lines have different slopes, they are nonparallel and intersect at a point.

How can one tell if a statement is true or false?

If a claim can be verified by evidence, logic, or reason, it can be considered true.

On the other hand, a statement is false if it is inaccurate or misleading, or if it contradicts existing facts, logic, or reason.

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Answer:which website is it from i can help u better

Step-by-step explanation:

The characteristic equation is given by \(r² - 2r - 3 = 0\) ⇒ \((r - 3)(r + 1) = 0\) ⇒ \(r = 3\) and \(r = -1\). The complementary function is \(yc = c₁e³x + c₂e⁻x\)  where c₁ and c₂ are constants.

To identify the particular integral, let's guess that it has the form:

\(yp = Axex\)

Since the function is already present in the complementary function and the differential equation is not homogeneous, let's guess the particular integral takes the form:

\(yp = A x²ex\)

Therefore,

\(yp' = (2Ax + A)ex\)

\(yp'' = (4A + 2A)ex\)

\(= 6Aex\)

Substituting these into the differential equation:

\(6Aex − 2(2Ax + A)ex − 3A x²ex = 4ex − 6\)

==> \(2Axex = 4ex\)

==> \(A = 2\)

Therefore, the particular integral is given by:

\(yp = 2 x²ex\)

The general result of the differential equation:

\(y = yc + yp\)

\(= c₁e³x + c₂e⁻x + 2 x²ex\)

Hence, the result of the differential equation is given by

\(yc = c₁e³x + c₂e⁻x\)

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The value of h(f(g(2))) evaluates to 92.

The correct option is e) 92.

Given:

f(x) = 2x - 5

g(x) = 4x - 1

h(x) = x² + x + 2

First, let's find g(2):

g(2) = 4(2) - 1

    = 8 - 1

    = 7

Now, substitute g(2) into f(x):

f(g(2)) = f(7)

        = 2(7) - 5

        = 14 - 5

        = 9

Finally, substitute f(g(2)) into h(x):

h(f(g(2))) = h(9)

           = (9)² + 9 + 2

           = 81 + 9 + 2

           = 92

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The statement " Forty three less than twice a number, n, is 5 more than a number, n," is an equation.

In Mathematics, an expression can be defined as a mathematical equation which is typically used for illustrating the relationship that exist between two (2) or more variables and numerical quantities (number).

An equation can be defined as a mathematical expression which shows that two (2) or more thing are equal. This ultimately implies that, an equation is composed of two (2) expressions that are connected by an equal sign.

By translating the word sentence, we have:

2n - 43 = n + 5

2n - n = 5 + 43

n = 48

Therefore, the statement is an equation.

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The most effective type of graph to compare the shoe size of 4th grade students with their heights would be a scatter plot because it allows for the visualization of individual data points and the examination of their relationship.

A scatter plot is a type of graph where individual data points are plotted along two axes. In this case, the shoe size of 4th grade students can be represented on one axis (e.g., x-axis) and their heights on the other axis (e.g., y-axis). Each data point corresponds to a specific student and includes both their shoe size and height.

By plotting the data points on a scatter plot, we can observe the distribution and pattern of the relationship between shoe size and height. If there is a correlation between the two variables, it can be visually identified on the scatter plot. For example, if taller students tend to have larger shoe sizes, we would expect to see a general trend of data points sloping upwards from left to right.

The scatter plot allows the teacher to examine the individual data points and identify any outliers or patterns within the dataset. It provides a visual representation that facilitates a comprehensive understanding of the relationship between shoe size and height among the 4th grade students.

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The budget constraint for Jimmy can be represented by a straight line with two segments: one with a slope of -5 and another with a slope of -4. The intercept of the line with the vertical axis is $100.

Start by determining Jimmy's total earnings if he works all 80 hours. Since he earns $5 per hour, his total earnings would be 80 * $5 = $400.

Plot a point on the graph with coordinates (0, $100). This represents the situation where Jimmy does not work and receives the tax-free payment of $100.

Plot another point on the graph with coordinates (80, $400). This represents the situation where Jimmy works all 80 hours and earns $400.

Connect the two points with a straight line. The slope of the line segment representing labor is -5 because for every hour Jimmy works, he earns $5 less due to the 50% income tax. The slope of the line segment representing leisure is -4 because Jimmy's leisure time does not earn him any income.

The line intersects the vertical axis at $100, which represents the tax-free payment Jimmy receives when he does not work.

In summary, the budget constraint for Jimmy can be represented by a line segment with a slope of -5 for labor and a slope of -4 for leisure. The intercept with the vertical axis is $100, representing the tax-free payment.

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The option that is not revealed on a scatter plot is option (b) Missing data values due to nonresponses

A scatter plot is a graphical representation of the relationship between two variables, typically used in statistics to identify patterns and relationships between variables. Each point on the scatter plot represents a pair of observed (xi, yi) data values. The x-axis usually represents one variable, while the y-axis represents the other variable.

A scatter plot can reveal unusual data values (outliers) that do not fit the general pattern or trend of the data. Outliers can be seen as individual points far away from the main cluster of points on the scatter plot. The scatter plot can also show linear relationships between the two variables, where a change in one variable is associated with a proportional change in the other variable. However, nonlinear relationships between X and Y may not be apparent on a scatter plot.

One thing that a scatter plot cannot reveal is missing data values due to nonresponses. If a data value is missing due to nonresponse, it will not be plotted on the scatter plot. As a result, any missing data can cause bias in the analysis, and it is essential to address the issue of missing data before making any conclusions.

Therefore, the correct option is (b)  Missing data values due to nonresponses

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Answer:

Alice - £124.62

Bernice - £290.77

Carol - £184.62

Step-by-step explanation:

Let the amount of money Alice has be a. This way, the sentence "The ratio of Alice’s money to Bernice’s money is 3:7." can be translated into a proportion:

Alice's money / Bernice's money = 3 / 7

We can substitute Alice's money with a, and cross multiply and solve for Bernice's money:

a / Bernice's money = 3 / 7

7a = 3(Bernice's money)

Bernice's money = 7/3 a

Now, we can represent Carol's money in terms of Alice's money, she has 60 more, or a + 60. We can create can equation to represent the total:

Alice's money + Bernice's money + Carol's money = total

We can plug in what we have and solve for a:

a + 7/3 a + a + 60 = 600

13/3 a = 540

a = 124.62

This means Alice has £124.62

Bernice has 7/3 a amount of money, so we can substitute the value of a to get Bernice has 7/3 (124.62), or £290.77

We can do the same for Carol who has 60 more, 124.62 + 60 is £184.62

Answer:

x=6

Step-by-step explanation:

In order to solve for x, you must move it to the right side. This can be done by subtracting 1 from both sides shown below:

\(x+1-1=7-1\\x=6\)

Таким образом, (X-2)(3x-1) = 0 можно переписать в виде двух уравнений:

X-2=0 или 3x-1=0

Решение для

X=2

Solving for x in the second equation, we get:

3x=1

x=1/3

Therefore, the possible values of X are X=2 and x=1/3.

The marginal cost of the function C(Q) = aQ^3 + bQ^2 + cQ + d is given by MC(Q) = 3aQ^2 + 2bQ + c.

To find the marginal cost, we need to differentiate the cost function C(Q) with respect to Q. Let's differentiate each term separately:

d/dQ (aQ^3) = 3aQ^2

d/dQ (bQ^2) = 2bQ

d/dQ (cQ) = c

Adding these differentials together, we get the marginal cost:

MC(Q) = 3aQ^2 + 2bQ + c

The critical Q* at which the cost is minimized can be found by setting the marginal cost MC(Q) equal to zero and solving for Q. However, to determine the condition on a, b, c, and d for cost minimization, we would need more information or constraints related to the problem.

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The  product of prime polynomials which is equivalent to 30x3 – 5x2 – 60x is option C) 5x(2x – 3)(3x + 4).

We have 30x³ - 5x² - 60x

We take common value out so

5x(6x² - x - 12)

By following the factorization method we get,

6x² - x - 12

b²-4ac = -1² - 4x6x(-12)

= 289

x = -b ± √289/2a

= 1 ± 17/-2

x = 3/2 or x = -4/3

So,

6x² - x - 12

6(x-3/2)(x-(-4/3))

(2x-3) (3x+4)

Therefore,

30x³ - 5x² - 60x = 5x(6x² - x - 12)

= 5x (2x-3) (3x+4)

The  product of prime polynomials is equivalent to 30x3 – 5x2 – 60x is 5x(2x – 3)(3x + 4).

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Answer:

\(5 \sqrt{5} - 2 \sqrt{5} = 3 \sqrt{5} \\ 8 \sqrt{7} + 3 \sqrt{7} = 11 \sqrt{7} \)

hope this helps.

Answer:

\(11 \sqrt{7} \)

Step-by-step explanation:

\(8 \sqrt{7} + 3 \sqrt{7} \)

\( \sqrt{7} (8 + 3) \)

\(11 \sqrt{7} \)

Answer:

maybe the answer is