Can someone PLEASE help? I will give brainliest if possible and lots of points. Show work please

Match the angle measure in the left column with its complementary angle measure in the right column. Click on the image

Fraction of a tablespoon might Tamar use =  4 / 9

A ratio is used to show a relationship between two numbers or a comparison of

two items. The numbers are separated by a colon (:) as in x : y. For example, three

nurses and four medical assistants working a clinic shift can form a ratio. Ratios

may be presented in three formats that provide the set-up for solving proportions.

a. 3 : 4 (three nurses to four medical assistants)

b. 3

4

(three nurses to four medical assistants)

c. 3 is to 4 (three nurses to four medical assistants)

The relationship can represent something as simple as the 1 : 3 ratio commonly used

to mix frozen juices. We use one can of frozen juice concentrate to three cans of

water. Ratios are fractions that represent a part-to-whole relationship. Often when

we work with ratios, we use the fraction format to reduce the ratio to its simplest

form.

Ratios are always reduced to their lowest form

The ratio between the number of tablespoons of salt used and the liters of beans made is:

[tex]\frac{1/3}{3 / 4}[/tex]

=1/3 *4/ 3

=4 / 9

Fraction of a tablespoon might Tamar use =  4 / 9

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Answer:The motel clerk has 33 $1 bills and 18 $10 bills.

Step-by-step explanation:

Let the number of $1 bills = x, so then number of $10 bills is 51-x.From the problem description, you can write:x($1)+(51-x)($10) = $213 Simplify and solve for x.x+510-10x = 213-9x+510 = 213 Add 510 to both sides.-9x = -297 Divide both sides by -9x = 33 and 51-x = 51-33 = 18.

Answer: -2

Step-by-step explanation:

change in y/ change in x.

-4/4 ---> slope is -1

plug x and y coordinates AND SLOPE into y=mx+b

-3= -4/4(1)+b

-3= -1 +b

-2=b

The trigonometric ratios are

tan J = (10√35 / 37 )

cot J = 37/ (10√35)

What is the trigonometric ratio?

Trigonometric ratios are the ratios of a right triangle's sides. The sine (sin), cosine (cos), and tangent (tan) are three often used trigonometric ratios. There are other trigonometric ratios which are reciprocals of these ratios.

Sin J =opposite/hypotenuse

Sin J  = √35/ 7

=> J = sin^-1( √35/ 7 )

=> J= 57.68 degrees

tan J = opposite/adjacent = √35/IJ

=> tan (57.68) = √35/IJ  

=> 1.5806 = √35/IJ  

=> IJ = √35 / 1.5806 = 3.74

=> IJ = 37/10

tan J =  √35 / (37/10 ) = (10√35 / 37 )

cot J = 1/tan J = 1/(10√35 / 37 ) = 37/ (10√35)

The trigonometric ratios are

tan J = (10√35 / 37 )

cot J = 37/ (10√35)

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By separating the variables, the given differential equation will be cosy = -1/2 sin2x + C.

Differential equation definition

Differential equations are those that have derivatives of one variable with regard to another variable quantity.

Any arrangement of derivatives is possible, and certain words may include a derivatives-and-variable product or derivatives by themselves. They might also have several different variables.

The differential equation shown is

csc(y) dx = sec2(x) dy

The fact that

csc(y) = 1/ siny

1/cosx = sec(x)

We can also write it;

dy/cos2x = dx/siny

Cross multiplication with variable separation.

Cos2x dx = siny dy

In distinction;

cosy = -1/2 sin2x + C

Therefore, Cosy = -1/2 sin2x + C will be the supplied differential equation by separation of variables.

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The angle of separation between E and G is 12.0415945788 degrees.

Distance formula =[tex]$\sqrt{\left(\text { dif ferenceof } f^{\prime} x^{\prime} \text { points }\right)^2+\left(\text { Differenceof }{ }^{\prime} y^{\prime} \text { points }\right)^2} \\[/tex]

[tex]$& =\sqrt{(1-9)^2+(7-(-2))^2} \\[/tex]

[tex]& =\sqrt{(-8)^2+(9)^2} \\[/tex]

[tex]& =\sqrt{64+81} \\[/tex]

[tex]& =\sqrt{145} \\[/tex]

= 12.0415945788

As a result, the distance between E and G is 12.0415945788 miles.

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The general solution to the differential equation  [tex]3x^2y' + 6xy = 15y^3[/tex]  is not possible to obtain in a closed form as it is a nonlinear differential equation.

One way to find a numerical solution to this equation is to use numerical methods such as the Runge-Kutta method, the Euler method, or finite difference methods. Another way is to use numerical software, such as MATLAB, to obtain an approximate solution. To find an analytical solution, one can try to transform the equation into a more manageable form using substitution or other techniques, but it may not be possible to obtain an exact solution. The general solution to the differential equation [tex]3x^2y' + 6xy = 15y^3[/tex]  is not possible to obtain in a closed form as it is a nonlinear differential equation.

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The derivative of an absolute value function is the slope of the tangent line to the curve at a specific point.

What is an absolute value function?

A function in algebra with the variable inside the absolute value bars is called an absolute value function. The most popular form of the absolute value function is f(x) = |x|, where x is a real integer, and this function is sometimes referred to as the modulus function.

The slope of the tangent line to the curve at a specific point is the derivative of an absolute value function, or for that matter, of any function. Such functions can be differentiated individually since they are piecewise functions.

Hence, the slope of the tangent line to the curve at a specific point is the derivative of an absolute value function.

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The firm is initially producing 250 units of output at point c, where the green line labeled "marginal cost" intersects with the red line labeled "average total cost."

This means that the marginal cost of producing 250 units of output is equal to the average total cost of producing 250 units of output.

Mathematically, the marginal cost of producing 250 units of output is equal to the change in total cost divided by the change in quantity, or MC = (TC₂ - TC₁)/(Q₂ - Q₁). In this example, the marginal cost of producing 250 units of output is equal to the average total cost, which is TC₂/Q₂. Therefore, the marginal cost of producing 250 units of output is equal to the average total cost at point c.

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Answer: Your answer is A or

For the hexagon construction, every arc along the circle is connected, but for the equilateral triangle construction, every other arc along the circle is connected.

Step-by-step explanation: It makes sense because in the lesson you need to make 6 arcs for both hexagons and equilateral triangles. However hexagons have 2 times as much sides as triangles so to make a triangle you would have to make a line with every other arc. That means skip an arc each line you make. For A hexagon obviously because it has 6 sides you just draw the lines to connect all 6 arcs

Hope this helps!

The expression tan(t)sin(t)/cot(t) is negative.

What is the quadrant?

A quadrant is one of the four regions into which the plane is divided by the x-axis and y-axis. There are four quadrants in total:

First quadrant (Quadrant I): The values of x and y are both positive.

Second quadrant (Quadrant II): The value of x is negative, and the value of y is positive.

Third quadrant (Quadrant III): Both the values of x and y are negative.

Fourth quadrant (Quadrant IV): The value of x is positive, and the value of y is negative.

The location of a point in a plane can be determined by its coordinates (x, y), and based on the sign of x and y, the point can be located in one of the four quadrants.

The given expression is tan(t)sin(t)/cot(t).

If the terminal point determined by t is in quadrant III (180° < t < 270°), then tan(t) and sin(t) are negative, and cot(t) is positive. In this case, the expression tan(t)sin(t)/cot(t) is negative.

Hence, the expression tan(t)sin(t)/cot(t) is negative.

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Consequently, the interval's leftmost extreme is f(-4) = 17e^{-4}, where the absolute maximum is located.

The function f is f(x) = [tex](x^2 + 1)e^{-x}[/tex]

First, solve the equation f'(x) = 0 to identify the critical locations. It will be calculated using the formula [tex]\frac{d}{dx}(xy) = x\frac{d}{dx}(y) + y\frac{d}{dx}(x)[/tex].

f'(x) = [tex](x^2 +1)\frac{d}{dx}e^{-x}+e^{-x} \frac{d}{dx}(x^2+1)[/tex]

f'(x) = [tex]-(x^2 + 1)e^{-x}+2xe^{-x}[/tex]

Simplifying

Taking e^{-x} common

f'(x) = [tex][2x-(x^2+1)]e^{-x}[/tex]

Solving the bracket

f'(x) = [tex]e^{-x}(-x^2+2x-1)[/tex]

Now equating f'(x) = 0, then

[tex]e^{-x}(-x^2+2x-1)[/tex] = 0

The only essential point is at x = 1 since e^{-x} is zero only at x = ∞.

f(1) = 2e^{-1}.

Then determine the value that defines the interval's extremes:

f(-4) = 17e^{-4}

The maximal candidate is f(-4) since it is the largest of all the candidates.

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The equation for d, the distance in meters that Martin covers per second, is d × 15 = 100

An equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Given that, Martin runs 100 meters in 15 seconds, we need to find the equation for d, the distance in meters that Martin covers per second

Since, Martin run 100 m in 15 sec

Therefore,

In 1 sec = 100 / 15

Therefore, d = 100 / 15

d × 15 = 100

Hence, the equation for d, the distance in meters that Martin covers per second is d × 15 = 100

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The value of the definite integral of f(x) over the interval [−1, 5] is estimated to be between 36 and 42.

A function is a mathematical concept that assigns a unique output value for each input value. It is a rule that takes in an input or set of inputs and maps it to a specific output. Functions are represented by symbols, usually denoted by a letter, such as "f".

In mathematical notation, a function is usually expressed as "f(x)" where "x" is the input and "f(x)" is the corresponding output. For example, a function could be defined as f(x) = x^2, which means that for any value of x, the function will calculate and return the square of that value.

Functions play a central role in mathematics and are used to model real-world phenomena and to study the relationships between variables. They are also used in computer programming to perform specific tasks, such as converting temperatures from Celsius to Fahrenheit or calculating the square root of a number.

Since 6≤f(x)≤7 for −1≤x≤5, we have a lower bound of 6 and an upper bound of 7 for the function over this interval. This means that, for any possible value of f(x) in the interval, we can use 6 as a lower estimate and 7 as an upper estimate for the definite integral. Hence, we have:

Lower estimate: ∫5−1 6 dx = 6(5 - (-1)) = 6(6) = 36

Upper estimate: ∫5−1 7 dx = 7(5 - (-1)) = 7(6) = 42

So, the value of the definite integral of f(x) over the interval [−1, 5] is estimated to be between 36 and 42.

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The equation for the number of bouquets is 12B = 75 - 3 and the number of bouquets is 6.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that a florist has 75 tulips with which to make bouquets. She will use 12 tulips in each bouquet. If the florist ends up with 3 tulips left.

The equation can be written as:-

12B = 75 - 3

12B = 72

B = 72 / 12

B = 6

Hence, the number of bouquets is 6, and the equation for the number of bouquets is 12B = 75 - 3.

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A contradiction in logic that arises when assertions of the form "This statement is false" are taken into account. If a statement is untrue, it is true if it is true; the opposite is true if a statement is false.

What is the paradox theory?

Ontologies of dualism, which consist of two seemingly incompatible components that when combined create a dynamic unity and continual change, are the basis of the paradox theory.

                      According to academic definitions, a paradox is a set of tensions that are at odds with one another, dependent upon one another, and persistent.

What is an example of a paradox?

Despite the fact that all creatures are equal, some are more equal than others. The pigs in George Orwell's Animal Farm came up with this saying, which they later used.

                         This claim is contradictory since no two things can be equally equal to one another.

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The number of the covid patients before two hours is 39690.

The percentage is defined as representing any number with respect to 100. It is denoted by the sign %. The percentage stands for "out of 100." Imagine any measurement or object being divided into 100 equal bits.

Given that the growth rate of Covid patients is 5% per hour. If the number of Covid patients in the morning at 8:00 am is 44,100.

The growth rate will be calculated as:-

Growth rate = 44100 x 0.05 = 2205

Before 2 hours the number of Covid patients will be:-

Number = 44100 - ( 2 x 2205)

Number = 44100 - 4410

Number = 39690

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The measures of the smallest and the largest possible integral lengths of the third side of the triangle is 21 and 1 respectively

What is Triangle?

A triangle is a three-edged polygon with three vertices. It is a fundamental shape in geometry. Triangle ABC denotes a triangle with vertices A, B, and C. In Euclidean geometry, any three non-collinear points define a unique triangle and, by extension, a unique plane.

A side of a triangle must be always less than or equal to the sum of other two sides and greater than the difference of other two sides.

Say the required side is x.

So x<9+11 and x>9-11

So 20<x<2

So the smallest integer is 21 and the largest integer is 1

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The measures of the smallest and the largest possible integral lengths of the third side of the triangle is 21 and 1 respectively

What is Triangle?

A triangle is a three-edged polygon with three vertices. It is a fundamental shape in geometry. Triangle ABC denotes a triangle with vertices A, B, and C. In Euclidean geometry, any three non-collinear points define a unique triangle and, by extension, a unique plane.

A side of a triangle must be always less than or equal to the sum of other two sides and greater than the difference between the other two sides.

Say the required side is x.

So x<9+11 and x>9-11

So 20<x<2

So the smallest integer is 21 and the largest integer is 1

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An arc in mathematics is a segment of a curve or a segment of a circle.

What is an arc?

A circle's arc is referred to as a portion or section of its circumference. A semicircular arc is one whose length is exactly half that of a circle.

The arc is represented by the letters ‘⌒’ or ‘⌢’ in Euclidean geometry.

There are two methods for measuring an arc which are:

1. Length of the arc

The length of the arc is calculated in units of distance, such as centimeters. The arc is preceded by the lowercase letter l (for "length") to identify it.

2. Angle of the arc

The angle of the arc is the angle that the arc at the centre of the circle subtends.

Hence, an arc in mathematics is a segment of a curve or a segment of a circle.

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Thus, the response is: B) The pavement becomes the new surface (and Earth).

The law of conservation of momentum states that an object's momentum may only be transferred, not created or destroyed, and is equal to its mass times its velocity.

The momentum the car (and its contents) had before braking must go somewhere when it skids to a halt. The friction force between the tyres and the road in this instance causes it to be transferred to the pavement (and Earth). The friction force slows the car down until it comes to a stop by acting in the opposite direction of the car's speed.

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Kylie is far from luthor by 20 feet.

What is pythagoras theorem?

The Pythagorean Theorem, often known as Pythagoras Theorem, is a crucial concept in mathematics that describes how the sides of a right-angled triangle relate to one another. Pythagorean triples are another name for the sides of the right triangle.

We have these segment lengths of 12 feet and 16 feet.

The goal is to find the length between kylie and luthore, . This is the hypotenuse of the right triangle.

Use the pythagorean theorem to get the following:

12²+16²=hypo²

144+256=hypo²

400=hypo²

hypo=[tex]\sqrt{400}[/tex]

hypo=20 feet .

kylie is far from luthor by 20 feet.

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The probability that a rivet is defective if 20% of all seams need reworking is 1- (0.8)^(1/23), and the probability of a defective rivet be to ensure that only 11% of all seams need reworking is 1- (0.89)^(1/23).

This is based on the probability of independence events using the axiomatic probability approach.

Let the probability of a defective rivet be p, so the probability of the rivet not being defective is given by = 1-p.

So, the probability that all the rivets are defective is given by p^23 since, all the rivets are independently defective , and for independence of events A and B , probability of occurrence of A and B together is given by P(A).P(B).

So, the probability that none of the rivet is defective = (1-p)^23.

Now, the probability that at least one rivet is defective, is given by 1-P(none of the rivet is defective) = 1- P(none of the rivets are defective)

= 1-[(1-p)^23].

Now, its given that the seam needs to be reworked if there is at least one defective rivet.

So, in (a),  P(seam to be reworked)= 1-[(1-p)^23] = 0.2

(1-p)^23=0.8

1-p=(0.8)^(1/23)

p= 1- (0.8)^(1/23).

For part (b), P(seam to be reworked)= 1-[(1-p)^23] = 0.11

(1-p)^23=0.89

1-p=(0.89)^(1/23)

p= 1- (0.89)^(1/23).

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The probability that a rivet is defective if 20% of all seams need reworking is [tex]1-(0.8)^{\frac{1}{23}}[/tex] , and the probability of a defective rivet be to ensure that only 11% of all seams need reworking is [tex]1-(0.89)^{\frac{1}{23}}[/tex].

This is based on the probability of independence events using the axiomatic probability approach. Let the probability of a defective rivet be p, so the probability of the rivet not being defective is given by = 1-p.

So, the probability that all the rivets are defective is given by [tex]p^{23}[/tex] since, all the rivets are independently defective , and for independence of events A and B , probability of occurrence of A and B together is given by P(A).P(B).

So, the probability that none of the rivet is defective [tex]=(1-p)^{23}[/tex].

Now, the probability that at least one rivet is defective, is given by 1-P(none of the rivet is defective) = 1- P(none of the rivets are defective)

[tex]=1-{(1-p)^{23}}[/tex].

Now, its given that the seam needs to be reworked if there is at least one defective rivet.

So, in (a),  P(seam to be reworked) [tex]=1-{(1-p)^{23}}=0.2[/tex]

⇒ [tex](1-p)^{23}=0.8[/tex]

⇒ [tex]1-p=(0.8)^{\frac{1}{23}}[/tex]

⇒ [tex]p=1-(0.8)^{\frac{1}{23}}[/tex].

For part (b), P(seam to be reworked) [tex]=1-{(1-p)^{23}}=0.11[/tex]

⇒ [tex](1-p)^{23}=0.89[/tex]

⇒ [tex]1-p=(0.89)^{\frac{1}{23}}[/tex]

⇒ [tex]p=1-(0.89)^{\frac{1}{23}}[/tex].

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The equivalent equation will be a = (y - k) / (x - h)². Then the correct option is C.

The equivalent is the expression that is in different forms but is equal to the same value.

The definition of simplicity is making something simpler to achieve or grasp while also making it a little less difficult.

The equation is given below.

y = a(x - h)² + k

Simplify the equation for 'x', then we have

y = a(x - h)² + k

y - k = a(x - h)²

a = (y - k) / (x - h)²

The equivalent equation will be a = (y - k) / (x - h)². Then the correct option is C.

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The complete answers regarding flow of people and occupancy are solved as follows:

(a) The flow of people from downtown to campus is the rate at which the shuttle buses can transport passengers from the downtown bus stop to the campus bus stop.

(b) The flow of people from campus to downtown is equal to the rate at which passengers are coming to the campus bus stop.

(c) The average bus occupancy from campus to downtown is equal to the number of passengers on each bus divided by the number of seats on each bus.

Dispatching the buses from downtown to campus at equal headways would reduce the average waiting time of passengers going from campus to downtown. This is because the slower bus would have more time to pick up and drop off passengers, and the faster bus would not be slowed down by having to wait for the slower bus. The overall result would be a reduction in the average waiting time for all passengers.

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Complete Question:

Suppose that two shuttle buses operate (without coordination) between the campus and downtown. One bus can carry 20 people and has a round trip time of 8 min (including loading and unloading passengers), the other can carry 25 people but has a round trip time of 10 min. There is always a queue of people waiting at the downtown bus stop, but passengers come to the campus bus stop at a steady rate of 2/min. If neither bus is idle at any time, determine:

(a) The flow of people from downtown to campus.

(b) The flow of people from campus to downtown.

(c) The average bus occupancy from campus to downtown.

If one insisted on dispatching these buses from downtown to campus at equal headways, we would only slow down the faster bus. Would you expect this strategy to reduce the average waiting time of passengers going from campus to downtown?

Answer:

22.0 cm

Step-by-step explanation:

Solution Given:

radius(r)= 3.5 cm

we know that

circumference of the circle =2 pi r= 2*π*3.5 =2*22/7*3.5=22.0 cm

you are right

Answer:

22.0

Step-by-step explanation:

3.5 is the radius=r. To find the circumference, we calculate [tex]2\pi r=2\pi\cdot3.5[/tex]That equals about 21.99... When we round it, that equals 22.

Hope that helped! Let me know if you have any further questions.

Answer: 4:1, 4/1 or 4 to 1,

Step-by-step explanation:

If we divide 12 by 3, we would get the answer 4 as the numerator. And then we would divide 3 by 3, which would give us 1 as the denominator.

[tex]y = 4x^5 + Cx-6[/tex] the implicit solution to the initial value problem is y = [tex]4x^5 + Cx-6[/tex], where C is an arbitrary constant.

Start by isolating the y-derivative on the left side of the equation.

[tex]dy/dx = x^5 6 y^2[/tex]

Divide both sides by the coefficient of the y-derivative (6y2).

[tex]1/6(dy/dx) = x5/6 y2[/tex]

Integrate both sides with respect to y.

[tex]1/6∫(dy/dx)dy = ∫(x5/6 y2)dy 1/6y + C1 = (x5/6)y3/3 + C2[/tex]

Rearrange the equation to solve for y.

[tex]y = 4x5 + Cx-6[/tex]

Finally, the implicit solution to the initial value problem is [tex]y = 4x5 + Cx-6,[/tex]where C is an arbitrary constant.

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You have 25 balls, 15 of them is black balls 10 of them is white then  the probability to pick a white ball then a black ball is 2/5.

We have total balls = 25

The number of white balls = 10

The number of black balls = 15

Simply put, probability measures how probable something is to occur. We can evaluate the probabilities of different scenarios, or even how likely they were, whenever we are uncertain of how an incident will turn out. Statistics is the study of events subject to probability.

The probability to pick a white ball then a black ball = The number of white balls/Total Balls

The probability to pick a white ball then a black ball = 10/25

The probability to pick a white ball then a black ball = 2/5

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