Will give brainly,thank,and 5 stars!


42,000/__ = 600

Answer:

y=x^2 +10x+6 should be the answer

Step-by-step explanation:

Answer:

Step-by-step explanation:

Sorry I can't explain how it is done. It is very difficult to explain on paper.

Answer:

She can get 2

Step-by-step explanation:

2 multiplied by 35 equals 70 and 3 multiplied by 35 is 1.05 so Ellen can only get 2 apples

Hope it helps :)

Brainliest pls? Have a good day/night

The limit of {an} as n approaches infinity is infinity, the sequence {an} diverges.

To determine whether the sequence {an} converges or diverges, we can take the limit as n approaches infinity and see what happens.

lim(n→∞) an = lim(n→∞) (n⁴ / n³ - 4n)

To make things easier, we can divide both the top and bottom by the cube of n.

lim(n→∞) an = lim(n→∞) (n⁴/ n³ - 4n) = lim(n→∞) (n / (1 - 4/n²))

As the value of n keeps increasing, the denominator 1-4/n^2 gets closer to the value of 1, allowing for further simplification.

lim(n→∞) an = lim(n→∞) (n / (1 - 4/n²)) = lim(n→∞) (n / 1) = ∞

Since the limit of {an} as n approaches infinity is infinity, the sequence {an} diverges

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Answer:

Step-by-step explanation:

make the question clearer homie urs makes no sense

After using the concept of combinations, John can bring 10 different combinations of fruit to school.

To determine the number of combinations of fruit that John can bring to school, we need to calculate the number of ways he can choose 2 fruits from the given options. This can be done using the concept of combinations.

The formula for calculating combinations is:

C(n, r) = n! / (r! * (n - r)!)

Where n is the total number of items (fruits) and r is the number of items (fruits) to be chosen.

In this case, John has 5 fruits (n = 5) and he wants to bring 2 fruits (r = 2) to school.

Using the formula, we can calculate:

C(5, 2) = 5! / (2! * (5 - 2)!)

= 5! / (2! * 3!)

= (5 * 4 * 3!) / (2! * 3!)

= (5 * 4) / 2

= 10

Therefore, John can bring 10 different combinations of fruit to school.

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Answer:

Step-by-step explanation:

Area = length times width

w = width

length = w + 5

Area = 36

w(w +5) = 36

w² + 5w = 36

w² + 5w - 36 = 0

Factor

(w + 9)(w -4) = 0

solve each root

w + 9 = 0

w  + 9 - 9 = 0 - 9

w = -9

w - 4 = 0

w -4 +4 = 0 + 4

w = 4

The two roots to the equation are -9, 4.

-9 is not an answer to the problem, as it makes no sense.  But 4 is an actual root.

the length is 5 + 4 = 9

So the length is 9 units.

Answer:

9. 89

Step-by-step explanation:

A squared + B squared = C squared

7 squared + 7 squared = 98 squared

Find the square root of 98 (I recommend using a calculator)

You should get 9.89 as an answer.

DenClue is founded on a solid mathematical model for finding density attractors in the dataset under analysis.

DenClue (Density-based Clustering) is a clustering algorithm that aims to identify dense regions in a dataset, known as density attractors. The algorithm is based on a solid mathematical model that enables the detection of these density attractors.

The mathematical model used in DenClue is rooted in the concept of density estimation. It employs a kernel density estimation technique, where each data point contributes to the estimation of the underlying density function. The density function describes the distribution of data points in the dataset.

By analyzing the density function, DenClue identifies regions with high density as density attractors. These attractors represent clusters or groups of data points that are tightly packed together, indicating significant patterns or structures within the dataset.

The mathematical model utilized in DenClue ensures that the algorithm is based on rigorous mathematical principles and statistical analysis. This foundation allows for accurate and reliable identification of density attractors, leading to effective clustering of the dataset.

Overall, the solid mathematical model underlying DenClue provides a robust framework for density-based clustering, facilitating the exploration and understanding of complex datasets by revealing meaningful patterns and structures through the identification of density attractors.

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The second hand moves 6 degrees in one second, it will take it: 294/6 = 49 seconds to move from halfway between 1 and 2 to 4/5 of the way from 1 to 2.

The measure of the arc is 144 degrees.

When the second hand of the clock moves from halfway between the 1 and the 2 to 4/5 of the way from the 1 to the 2, it moves a total of 144 degrees.

This can be calculated as follows: The second hand of a clock completes one full revolution every 60 seconds or 1 minute.

This means that in 1 second, it moves 360/60

= 6 degrees.

To find the measure of the arc when the second hand moves from halfway between the 1 and the 2 to 4/5 of the way from the 1 to the 2, we need to find the difference between the two positions in degrees.

The position halfway between the 1 and the 2 is 1.5 on the clock face.

This is equivalent to 45 degrees (since the clock face is divided into 12 hours, each hour marking is 30 degrees apart, so halfway between 1 and 2 is 30+15 = 45 degrees).

4/5 of the way from the 1 to the 2 is 4/5 x 30 = 24 degrees from the 1 mark.

Therefore, the total angle between halfway between 1 and 2 and 4/5 of the way from 1 to 2 is:

24 + (360 - 45)

= 339 degrees.

However, we need to find the difference between these two positions, not the total angle.

Therefore, we need to subtract the position of the second hand at halfway between 1 and 2 from the position at 4/5 of the way from 1 to 2:

339 - 45

= 294 degrees.

Since the second hand moves 6 degrees in one second, it will take it:

294/6 = 49 seconds to move from halfway between 1 and 2 to 4/5 of the way from 1 to 2.

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To calculate the probabilities in this scenario, we need to consider the possible combinations of children's genders. The probability of having at least two boys is determined by calculating the probability of having two boys, three boys, or four boys. The probability of all children being of the same sex can be calculated by considering the probabilities of having all boys or all girls.

(a) To find the probability of having at least two boys, we need to consider the combinations of children's genders that satisfy this condition. There are four possibilities: BBGG, BGBG, GBGB, and GGBB. Each of these combinations has a probability of (1/2) * (1/2) * (1/2) * (1/2) = 1/16. Therefore, the total probability of having at least two boys is 4 * (1/16) = 1/4.

(b) To find the probability of all the children being of the same sex, we need to consider the combinations of all boys or all girls. There are two possibilities: BBBB and GGGG. Each of these combinations has a probability of (1/2) * (1/2) * (1/2) * (1/2) = 1/16. Therefore, the total probability of all children being of the same sex is 2 * (1/16) = 1/8.

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The missing value of "a" is 2.5.

To find the value of "a", we can use the fact that "m" is the midpoint of segment "fg".

Given that "fm" = 8a + 1 and "fg" = 42, we can set up the equation:

fm = fg / 2

Substituting the given values, we get:

8a + 1 = 42 / 2

Simplifying the right side of the equation, we have:

8a + 1 = 21

To isolate "a", we can subtract 1 from both sides:

8a = 21 - 1
8a = 20

Now, we can solve for "a" by dividing both sides by 8:

a = 20 / 8
a = 2.5

Therefore, the missing value of "a" is 2.5.

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Answer:

By definition, -6 is the additive inverse of 6, which is that number that when added to 6 gives zero.

Answer:

-3=3a +6

-3a=6+3

a=-3

so the answer would be -3

Answer:

congruent by Angle Angle Side (AAS)

If my answer is right then please follow me

need followers :-)

Answer:  27:18 and 13:x can also be written as 27/18 and 13/x

therefore, 27:18 = 13:x

                 27/18 = 13/x

                 27/18 *13= x

               x = 19.5

Hope it helped u,

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and put thanks

^_^

Answer:

Step-by-step explanation:

C is the correct answer

The domain of f is the set of all real numbers f(x,y) as (x,y) varies throughout the domain D with three variables.

What is a function?

A unique kind of relation called a function is one in which each input has precisely one output. In other words, the function produces exactly one value for each input value. The graphic above shows a relation rather than a function because one is mapped to two different values. The relation above would turn into a function, though, if one were instead mapped to a single value. Additionally, output values can be equal to input values.

The functions of a point (or vector) in R2 or R3 that have real values will now be looked at. These functions will typically be defined on sets of points in R2, but there will be occasions when we utilise points in R3 and when it is more convenient to think of the points as vectors (or terminal points of vectors).

Each point f(x,y) in D is given a real number f(x,y) according to a real-valued function f defined on a subset D of R2. The domain of f is the set of all real numbers f(x,y) as (x,y) varies throughout the domain D, and the range of f is the greatest set D in R2 on which f is defined.

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Answer: -7/3

Step-by-step explanation:

Perpendicular lines have slopes that are negative reciprocals of each other.

To find the equation of the tangent plane to the surface at the specified point, we need to find the normal vector to the surface at that point.

For the first surface, z = 5(x - 1)^2 + 3(y + 3)^2 + 9, at the point (2, -2, 17), we can calculate the gradient of the surface function and evaluate it at the given point to obtain the normal vector.

Gradient of the surface function:

∇f(x, y, z) = ⟨∂f/∂x, ∂f/∂y, ∂f/∂z⟩

∂f/∂x = 10(x - 1)

∂f/∂y = 6(y + 3)

∂f/∂z = 0 (since there is no z term in the surface equation)

Evaluating at (2, -2, 17):

∇f(2, -2, 17) = ⟨10(2 - 1), 6(-2 + 3), 0⟩

             = ⟨10, 6, 0⟩

So, the normal vector to the surface at the point (2, -2, 17) is ⟨10, 6, 0⟩.

Now, we can use this normal vector to find the equation of the tangent plane.

For the second surface, z = 10x + 6y + 1, the coefficients of x, y, and z in the equation represent the components of the normal vector to the surface. So, the normal vector is ⟨10, 6, 1⟩.

Using the point-normal form of a plane equation, the equation of the tangent plane to the first surface at the point (2, -2, 17) is:

10(x - 2) + 6(y + 2) + 0(z - 17) = 0

Simplifying the equation, we get:

10x + 6y - 20 + 12 - 0 = 0

10x + 6y - 8 = 0

Therefore, the equation of the tangent plane to the first surface at the point (2, -2, 17) is 10x + 6y - 8 = 0.

For the second surface, the equation of the tangent plane at the point (2, -2, 17) is already given as z = 10x + 6y + 1.

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The first mistake McKenna made when change the expression to standard form is in step 2.

PEMDAS in mathematics it is a order of operations that must be prioritize when involving more than one operation. PEMDAS is abbreviation for Parentheses, Exponents, Multiply, Divide, Add, Subtract.

For multiply and divide the priority is for those who come first. Also for add and subtract the priority is for those who come first. And for the rest is the priority in order Parentheses, Exponents, Multiply and Divide, Add and Subtract.

In step 2, McKenna added 3 and -5 first when McKenna should have multiplied -5 by (3a+6). Thus, the step 2 is the first time McKenna made a mistake during change the expression to standard form.

You question is incomplete, but most probably your full question was

McKenna was asked to write the following expression in standard form.

3−5(3a+6)

When writing the expression in standard from, McKenna made a mistake.

3−5(3a+6)

3+(−5)(3a+6) Step 1

−2(3a+6) Step 2

−6a+(−12) Step 3

−6a−12 Step 4

McKenna made her first mistake in

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The width of the rectangle is 13 cm, the length of the rectangle is 17/2 cm, and the length of the diagonal is approximately 24.04 cm.

The width of a rectangle is 4 less than twice its length and the area of the rectangle is 113cm². To find the length of the diagonal of the rectangle, we need to first calculate the length of the rectangle.

Using algebra, we can represent the width as "2x - 4",

since it is 4 less than twice the length, and the length as "x".

To find the area of a rectangle, we use the formula:

A = lw.

Therefore, substituting the length and width values from above, we get:

113 = (2x - 4)x

Simplifying, we obtain a quadratic equation:

2x² - 4x - 113 = 0

To solve the quadratic equation above, we can use the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

When we substitute our values of a, b, and c into this formula, we get;

x = (4 ± √(16 + 4(2)(113))) / 4

x = (4 ± √(900)) / 4x = (4 ± 30) / 4

x = 34 / 4 or -26 / 4

We will reject the negative answer since length cannot be negative.

Therefore, x = 17/2.

Substituting this value for x into our expression for the width, we get;

w = 2(17/2) - 4

w = 13

The diagonal of the rectangle can be calculated using the Pythagorean theorem.

We have;

diag² = length² + width²

diag² = (17/2)² + 13²

diag² = 578.25.

The length of the diagonal of the rectangle is approximately 24.04 cm.

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Answer: A. 40%

amount achieved: 600/1000 = 3/5

amount not achieved = 2/5

2/5 as percent is 40%

Answer:5

Step-by-step explanation:

The number of choice out of 7 that consumer have are 42.

The term permutation alludes to a numerical computation of the quantity of ways a specific set can be sorted out. Set forth plainly, a change is a word that depicts the quantity of ways things can be requested or organized. With stages, the request for the course of action matters.

Number of choices of side dishes does a customer have,

total dishes(n)=7 , r = 2

ⁿP₂

⁷P₂

7×6 = 42

Thus required number of ways are 42.

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Amount of interest on loan at Rimrock Bank, using ordinary interest at a rate of 15%, is $48,750 and at rate of 14.5%, is $47,125. In Southside National Bank , interest at a rate of 15%, is $49,500.

To compete with Rimrock Bank's offer, Southside National Bank would need to quote a rate of 14.38% using exact interest.                                    (a) To calculate the amount of interest on the loan at Rimrock Bank, we use the formula I = PRT, where I is the interest, P is the principal amount, R is the interest rate, and T is the time in years. Plugging in the values, we have I = $1,300,000 * 0.15 * (90/365) = $48,750.

(b) The amount of interest on the loan at Southside National Bank using exact interest is calculated the same way as in part (a), resulting in I = $1,300,000 * 0.15 * (90/360) = $49,500.                                                        (c) Similarly, using the same formula, we find the interest on the loan at Rimrock Bank with a rate of 14.5% to be I = $1,300,000 * 0.145 * (90/365) = $47,125.

(d) To determine the rate at which Southside National Bank should quote to compete with Rimrock Bank's last offer, we subtract the given interest difference of $1,125 from the interest calculated in part (b). Solving for R, we have $48,750 - $1,125 = $1,300,000 * R * (90/360). Solving this equation results in R ≈ 0.1438, which is 14.38% rounded to the nearest hundredth of a percent.

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Answer:

$126.33

Step-by-step explanation:

$379/3 = $126.33

Statement that 95% confidence interval states that 95% of the sample means of specified sample size selected from a population will lie within plus and minus 1.96 standard deviations of population mean is false.

The 95% confidence interval is a range of values that is calculated from sample data and is used to estimate the true population parameter with a certain level of confidence. It provides an interval estimate for the population parameter, such as the population mean.

The value of 1.96 corresponds to the critical value for a 95% confidence interval when the underlying distribution is approximately normal. It is used to determine the margin of error in estimating the population mean. However, it is incorrect to state that 95% of the sample means will fall within plus and minus 1.96 standard deviations of the population mean. The confidence interval provides an estimate of the likely range of the population parameter, not the distribution of sample means.

In reality, the actual proportion of sample means falling within the confidence interval depends on various factors such as the sample size, the population distribution, and the variability of the data.    

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Answer:

Can you please show the questions? It's way more easier

The null and alternative hypothesis for testing to see if there is a relatonsip between age and opinion for the question asked by gallup is Divorce Opinions and Gender I.

We introduce the results of a

May 2010 Gallup poll of 1029 US adults. When asked if they view divorce as “morally acceptable”,

71% of the men and 67% of the women in the sample responded yes. In the test for a difference in

proportions, a randomization distribution gives a p-value of 0.165. Does this indicate a significant

Solution

If we use a 5% significance level, the p-value of 0.165 is not less than α = 0.05 so we would not

reject H0 : pf = pm. This means the data do not show significant evidence of a difference in the

proportions of men and women that view divorce as “morally acceptable”

Solution

(a) The p-value (0.003) is small so the decision is to reject H0 and conclude that the mean recall

for sleep (¯xs = 15.25) is different from the mean recall for caffeine (¯xc = 12.25). Since the mean

for the sleep group is higher than the mean for the caffeine group, we have sufficient evidence to

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