Looking at the derivative, we see that it is defined for all values of t, so there are no vertical tangents.
The critical spots where the slope of the curve is zero or undefinable must be located in order to identify the points of horizontal tangency.
Our first step is to determine y's derivative with regard to x:
dy/dx = 3t^2 - 0
In the event that the derivative is set to zero, we obtain:
3t^2 = 0
t = 0
We gain one crucial insight from this at (22, 0).
The places where the derivative is undefinable must be located in order to determine the vertical tangent. There are no perpendicular tangents when looking at the derivative because it is defined for all values of t.
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The area of a rectangular room is 750 square feet. The width of the room is 5 feet less than the length of the room. Which equations can be used to solve for y, the length of the room? Select three options. y(y + 5) = 750 y2 – 5y = 750 750 – y(y – 5) = 0 y(y – 5) + 750 = 0 (y + 25)(y – 30) = 0
The three equations that can be used to solve for y, the length of the room, are:
1. y(y + 5) = 750
2. y^2 – 5y = 750
3. (y + 25)(y – 30) = 0
Explanation:
Let's assume that the length of the room is y and the width of the room is y - 5.
We know that the area of the room is the product of its length and width, so we can write an equation:
y(y - 5) = 750
Simplifying this equation, we get:
y^2 - 5y - 750 = 0
Now we can solve this quadratic equation using the quadratic formula or factoring method. By factoring, we can get equation 3. By using the quadratic formula, we can get equation 2. Equation 1 is just another form of equation 2. Therefore, options 1, 2, and 3 can be used to solve for y. Option 4 is not a valid equation as it doesn't represent the area of the room.
Consider the following proposition: For each integer a, a = 2 (mod 8) if and only if (a^2 + 4a) = 4 (mod 8).
(a) Write the proposition as the conjunction of two conditional statements.
(b) Determine if the two conditional statements in Part (a) are true or false. If a conditional statement is true, write a proof, and if it is false, provide a counterexample.
(c) Is the given proposition true or false? Explain.
This question is about to determine the conditional statement, proposition and either that is true or false.
The explanation of each part in this question is given below:
a) The given proposition can be written as the conjunction of two conditional statements as follows:
If a = 2 (mod 8), then [tex](a^2 + 4a) = 4 (mod 8)[/tex].
If [tex](a^2 + 4a) = 4 (mod 8)[/tex], then a = 2 (mod 8).
b) To prove the first conditional statement, assume a = 2 (mod 8). Then, there exists an integer k such that a = 8k + 2. Substituting this value of a into [tex](a^2 + 4a)[/tex], we get:
[tex]a^2 + 4a = (8k + 2)^2 + 4(8k + 2) = 64k^2 + 36k + 8[/tex]
Reducing this expression modulo 8, we get:
a^2 + 4a ≡ 64k^2 + 36k + 8 ≡ 0 + 4k + 0 ≡ 4 (mod 8)
Therefore, we have shown that if a = 2 (mod 8), then (a^2 + 4a) = 4 (mod 8).
To prove the second conditional statement, assume (a^2 + 4a) = 4 (mod 8). Then, there exists an integer k such that (a^2 + 4a) = 8k + 4. Substituting this value of (a^2 + 4a) into the equation a^2 + 4a - 8k = 0, we can use the quadratic formula to solve for a:
a = (-4 ± √(16 + 32k))/2 = -2 ± √(4 + 8k)
Since a is an integer, it follows that √(4 + 8k) must be an integer as well. This implies that 4 + 8k is a perfect square. The only perfect squares that are congruent to 4 (mod 8) are those of the form 8m + 4 for some integer m. Therefore, we have:
4 + 8k = 8m + 4
k = m
Substituting k = m back into the expression for a, we get:
a = -2 + √(4 + 8k) = -2 + √(8m + 4) = -2 + 2√(2m + 1)
Since a is an integer, it follows that √(2m + 1) must be an integer as well. This implies that 2m + 1 is a perfect square. The only perfect squares that are congruent to 1 (mod 8) are those of the form 8n + 1 for some integer n. Therefore, we have:
2m + 1 = 8n + 1
m = 4n
Substituting m = 4n back into the expression for a, we get:
a = -2 + 2√(2m + 1) = -2 + 2√(8n + 1) = 2(√(2n + 1) - 1)
Therefore, we have shown that if (a^2 + 4a) = 4 (mod 8), then a = 2 (mod 8).
Since both conditional statements have been proven, the given proposition is true.
(c) The given proposition is true, as shown in the proofs of the two conditional statements in part (b).
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Which of the following mathematical relationships could be found in a linear programming model? (Select all that apply.) (a) -1A + 2B ≤ 20 (b) 24 - 2B = 30 (c) 14 - 6B2 ≤ 10 (d) 3√A + 2B ≥15 (e) 1A + 1B = 9 (f) 24 + 68 + 1AB ≤ 36 For the relationships that are unacceptable for linear programs, state why. ___ could not be found in a linear programming model because __
Mathematical relationships could be found in a linear programming model are (b) 2A - 2B = 30 (e) 1A + 1B = 9 (f) 2A + 6B + 1AB ≤ 36
Linear programming, mathematical modeling technique in which a linear function is maximized or minimized when subjected to various constraints.
(a) -1A + 2B ≤ 20 : Cannot be found in linear programming model as linear programming model can only consists of positive linear numbers and this equation contain negative number.
(b) 2A - 2B = 30 : Can be found in linear programming model
(c) 1A - 6B2 ≤ 10 : Cannot be found in linear programming model as equation includes square variable.
(d) 3√A + 2B ≥15 : Cannot be found in linear programming model as equation includes square root variable.
(e) 1A + 1B = 9 : Can be found in linear programming model
(f) 2A + 6B + 1AB ≤ 36 : Can be found in linear programming model
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In calculus, the _______ form of angles is used most often.
radian
gradian
degree
revolution
solve for y
2y - 3(2y-3)+2=31
Answer:
y = -5
Step-by-step explanation:
You want to solve for y in 2y -3(2y -3) +2 = 31.
SimplifyParentheses can be eliminated using the distributive property.
2y -6y +9 +2 = 31
Like terms can be combined.
-4y +11 = 31
SolveWe can separate the constant and variable terms by subtracting 11 from both sides.
-4y = 20
The value of y is now found by dividing by -4.
y = 20/(-4) = -5
y = -5
Select the true statement(s): a.Any statistic is a random variable. b.An exact sampling distribution can never be obtained. c.A Statistics are used to estimate parameters.
A: The correct statement is c. Statistics are used to estimate parameters.
Statistics is the science of collecting and analyzing data to gain insight into a population of interest. It involves the collection, organization, analysis, interpretation, and presentation of data. The goal of using statistics is to draw conclusions about a population of interest and to estimate parameters of the population.
A parameter is a numerical value that is used to describe a population. For example, the mean of a population is a parameter. Statistics are used to estimate parameters of a population from a sample of the population. This process is called estimation. A statistic is a numerical value that is used to describe a sample.
For example, the sample mean is a statistic that is used to estimate the population mean. Estimation is done using the formula for a sample statistic, which is given by:
Estimate= (Statistic) / (Sample Size)
Here, the statistic is the sample mean, and the sample size is the number of observations in the sample. For example, if the sample mean is 10 and the sample size is 5, then the estimate of the population mean is 2 (10/5).
Statistics can also be used to construct confidence intervals to describe population parameters, such as means and proportions. A confidence interval is an interval of values around a sample statistic, such as a mean or a proportion, that is expected to contain the population parameter with a certain level of confidence.
In conclusion, statistics are used to estimate parameters of a population from a sample of the population. Estimation is done using the formula for a sample statistic, and confidence intervals can be used to describe population parameters.
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HELP!!!! Please #10
Thank you so muchhh
The lengths of the missing sides associated with geometric systems formed by similar triangles are listed below:
Case 10: 49
Case 12: 36
How to determine missing lengths in geometric systems formed by similar triangles
In this problem we have the case of two geometric systems formed by two similar right triangles. These figures are similar if they have congruent internal angles but their sides are not congruent though proportional. Hence, missing sides can be found by proportion formulas. Now we proceed to determine the missing side for each case:
Case 10
x / 7√33 = 7√33 / 33
x = 7²
x = 49
Case 12
x / 6√13 = 6√13 / 13
x = 6²
x = 36
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Which statements about this situation are true?
Select all the correct answers.
The maximum value in the range is $200.
The maximum value in the range is $320.
The maximum value in the domain is 200.
The minimum value in the domain is 0.
The statements about the given situation that are true about domain and range are;
B: The maximum value in the range is $320.
D: The minimum value in the domain is 0.
How to find the domain and range?The domain is defined by b, the number of bracelets sold.
The minimum value in the domain is 0, which represents no bracelets sold.
The maximum value in the domain is 260, which represents the largest number of bracelets the group can make, and the largest number they could sell.
The range is defined by f(b), the amount of profit on the bracelets.
To find the maximum value in the range, we find f(260), the profit on selling the maximum in the domain.
Substitute 260 for b in f(b) = 2b – 200 to get:
f(260) = 2(260) – 200
f(260) = 320
The maximum value in the range is $320.
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Complete question is;
The high school jazz band is selling homemade leather bracelets at a local craft fair to raise money for a trip. The group has a $200 budget to spend on supplies, which is enough to make 260 bracelets. The group is charging $2 per bracelet at the craft fair.
Which statements about this situation are true?
Select all the correct answers.
The maximum value in the range is $200.
The maximum value in the range is $320.
The maximum value in the domain is 200.
The minimum value in the domain is 0.
Grace had a savings of 9000 part of which was invested at 7% and the rest at 9%. How much has she invested at each rate if her annual income of from the investments was 741.60
The amount grace invested $3420 at 7% and the rest of her savings, $5580, at 9%.
What is simple interest?
Simple interest is a method of calculating the interest charge. Simple interest can be calculated as the product of principal amount, rate and time period.
Simple Interest = (Principal × Rate × Time) / 100
We are given that;
Amount grace invested= 9000 at 9%
Rate for rest of it= 9%
Annual income=741.6
Now,
Let's call the amount Grace invested at 7% "x".
Then the amount she invested at 9% would be "9000 - x", since she invested the rest at the higher rate.
We know that her annual income from the investments was $741.60.
The amount of money she made from the 7% investment would be 0.07x (7% expressed as a decimal multiplied by the amount invested), and the amount of money she made from the 9% investment would be 0.09(9000 - x) (9% expressed as a decimal multiplied by the amount invested).
So we can set up the equation:
0.07x + 0.09(9000 - x) = 741.60
Simplifying and solving for x:
0.07x + 810 - 0.09x = 741.60
-0.02x = -68.4
x = 3420
Therefore, by the given interest rate answer will be $5580, at 9%.
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Find the missing value to the nearest hundredth sin _____ 7/18
A. 67.11 degrees
B. 37.67 degrees
C. 22.89 degrees
D. 21.25 degrees
NEED HELP ASAP 25 POINTS HELP A GIRL GET HER GEOMETRY GRADE UP
The angle measure of x, y and z are 104, 76 and 104 degrees respectively
Determining the angles in a parallelogramThe given. figure is a parallelogram with 4 interior angles. In a parallelogram, the sum of its adjacent angle is 180 degrees and its opposite angles are equal.
<A = <C
x = 104 degrees
For the measure of y:
x + y = 180
104 + y = 180
y = 180 - 104
y = 76 degrees
Since the sum of angles on a straight line is 180 degrees, hence;
y + z = 180
76 + z = 180
z = 104 degrees
Hence the measure of x, y and z are 104, 76 and 104 degrees respectively
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a certain town of population size 100,000 has three newspapers: i, ii, and iii. the proportions of townspeople that read these papers are: i: 10%, i and ii: 8%, i and ii and iii: 1%, ii: 30%, i and iii: 2%, iii: 5%, ii and iii: 4%. (note that, for example, the 10% of people who read newspaper i might read only i or might read i and some other paper(s) ).
Out of a population of 100,000, the number of people who read at least two newspapers is = 33,000.
Let's approach this problem using the inclusion-exclusion principle.
First, we can add up the proportions of people who read each paper to get:
P(I) + P(II) + P(III) = 10% + 30% + 5% = 45%
However, this includes the people who read two or more papers multiple times, so we need to subtract those out. We can calculate these as follows:
P(I&II) + P(I&III) + P(II&III) = 8% + 2% + 4% = 14%
2P(I&II&III) = 2%
Using the inclusion-exclusion principle, we can now find the proportion of people who read at least two papers:
P(at least 2 papers) = P(I) + P(II) + P(III) - (P(I&II) + P(I&III) + P(II&III)) + 2P(I&II&III)
Plugging in the values, we get:
P(at least 2 papers) = 45% - 14% + 2% = 33%
So, the number of people who read at least two newspapers is:
0.33 * 100,000 = 33,000
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Complete question is:
A certain town of population size 100,000 has three newspapers: I , II and III the proportions of townspeople that read these papers are:
I= 10 percent
II= 30% percent
II=5 percent
I&II=8 percent
I&III=2 percent
II&III=4 percent
I&II&III=1 percent
How many people read at least two newspapers?
find value of x round to the nearest tenth
Answer:
Step-by-step explanation:
14.0
Answer:
[tex]x=11.5[/tex]
The third option listed
Step-by-step explanation:
We can use the sine function to evaluate [tex]x[/tex].
The definition of the sine function is
[tex]\sin \theta=\frac{O}{H}[/tex]
Note
[tex]\theta[/tex] is the angle
[tex]O[/tex] is the side opposite to the angle
[tex]H[/tex] is the hypotenuse
In this example we are given the hypotenuse and the angle.
Knowing these 2 values we can evaluate the opposite side ([tex]x[/tex]).
Lets solve for [tex]O[/tex].
[tex]\sin \theta=\frac{O}{H}[/tex]
Multiplying both sides by [tex]H[/tex] lets us isolate [tex]O[/tex] ([tex]x[/tex]).
[tex]O=H*\sin \theta[/tex]
Numerical Evaluation
We are given
[tex]\theta=35\textdegree\\H=20[/tex]
Inserting those values into our equation for [tex]O[/tex] ([tex]x[/tex]) yields
[tex]O=20*\sin 35[/tex]
[tex]O=11.4715287[/tex]
Rounding to the nearest tenth gives us
[tex]O=11.5[/tex]
[tex]x=11.5[/tex]
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You buy these for 50.00 and then sell them for 67.00
susan currently walks to school from her apartment, which is 1.3 miles away from her first class. she typically walks at a speed of 3 miles per hour. she is considering buying a used bicycle from deseret industries to ride to campus. susan assumes that if she were riding a bike, she could go about 5 miles per hour.How many minutes could susan save getting to class each morning if she were to ride the bike?
Susan could save 10.4 minutes getting to class each morning if she were to ride the bike.
As per the data given:
The distance is given between the school and the apartment = 1.3 miles
Susan's walking speed = 3 miles/hr
Now we know that speed = distance ÷ time
Putting values in the above formulae, we get the time for walking situation
3 miles/hr = 1.3 ÷ time
Time = 1.3 ÷ 3 miles
Time = (13 ÷ 30 )hr
= (13 ÷ 30) × 60 minutes
= 13 × 2
= 26 minutes
The time taken when she is walking is 26 minutes.
Here we have to determine how many minutes could Susan save getting to class each morning if she were to ride the bike.
Now if she uses a bike, the speed is 5 miles/hr
Again applying same formulae speed = distance ÷ time
5 miles/hr= 1.3 ÷ time
Time= 1.3 ÷ 5 miles
= (13 ÷ 50)hr
= (13 ÷ 50) × 60 minutes
= 15.6 minutes
Time taken by bike is 15.6 minutes
Total time saved = time taken when walking - time taken using the bike
= 26 - 15.6
= 10.4 minutes
Hence, Susan could save 10.4 minutes if she uses a bike.
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Communicate and Justify
A store made $650 on Monday. It made $233 on Tuesday
morning and $378 on Tuesday afternoon.
Leah says the store made more money on Tuesday.
Her work is shown at the right.
1. What is Leah's argument? How does she support it?
2. Tell how you can analyze Leah's reasoning.
3. Does Leah's reasoning make sense?
Leah's argument is that the rounded up figures for Tuesday sales are greater than the sales for Monday. She supports it by summing up the sales figures.
Leah's reasoning is wrong because she rounded up $ 233 to $ 300 instead of to $ 200.
Leah's reasoning therefore does not make sense.
What should Leah have done ?Leah attempts to round the Tuesday sales figures to the nearest 100. In doing so, she rounded $ 233 to $ 300 instead of $ 200 which was the closest.
If she had done so, the result would be :
= 200 + 400
= $ 600
This would then show that Monday's figures were higher than Tuesday.
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Set up the integral that would give the volume V generated by rotating the region bounded by the given curves about the y-axis. y = x3, y = 0, x = 5 Disk/Washer Method v= V = --Select-- 4 ---Select--- Cylindrical Shells Method V= V = ---Select---
The integral that would give the volume V generated by rotating the region bounded by the given curves about the y-axis is V = ∫[from x=0 to x=6] π[(13 - x²/3)² - 13²]dx
To find the volume of a rotational solid, we can use the method of disks/washers, which involves slicing the solid into thin disks or washers, calculating the volume of each slice, and then adding them up using integration.
To use the method of disks/washers, we need to first determine the radius of each disk or washer. Since we're rotating the region around a horizontal line, the radius will be the distance from each point on the curve to the line of rotation, which in this case is y = 16. To find this distance, we subtract 16 from the y-coordinate of each point on the curve.
The outer radius is the distance from the point on the curve y = x^2/3 + 3 to the line y = 16, which is
=> r = 16 - (x²/3 + 3) = 13 - x²/3.
The inner radius is the distance from the point on the curve y = 3 to the line y = 16, which is
=> r = 16 - 3 = 13.
Next, we need to express the volume of each disk or washer in terms of these radii. This gives us the following formula for the volume of each slice:
dV = π[(13 - x²/3)² - 13²]dx
Finally, we can find the total volume of the solid by integrating over the range of x values that define the region we're rotating:
V = ∫[from x=0 to x=6] π[(13 - x²/3)² - 13²]dx
Evaluating this integral will give us the volume of the solid created by rotating the region between y = x²/3 + 3 and y = 3 about the line y = 16.
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Complete Question:
Set up the integral that uses the method of disks/washers to find the volume V of the solid obtained by rotating the region bounded by the given curves about the specified lines. y = x²/3 + 3 , y = 3 , x = 6 About the line y = 16.
Solve the system of equations using the linear combination method.
-4x - 2y = 26
-
-5x – 2y = 35
-
Enter your answers in the boxes.
X =
y =
The value of x is 9.
The value of y is 5.
What is an equation?An equation contains one or more terms with variables connected by an equal sign.
Example:
2x + 4y = 9 is an equation.
2x = 8 is an equation.
We have,
4x - 2y = 26
This can be written as,
4x - 26 = 2y ______(1)
5x – 2y = 35
This can be written as,
5x - 35 = 2y _______(2)
From (1) and (2),
4x - 26 = 5x - 35
35 - 26 = 5x - 4x
9 = x
x = 9
And,
Substituting x = 9 in (1),
4x - 26 = 2y
4 x 9 - 26 = 2y
36 - 26 = 2y
2y = 10
y = 5
Thus,
The solution is (9, 5).
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what is the purpose of the accumulated depreciation account?
Accumulated depreciation account is used to calculate an asset's net book value, which is the value of an asset carried on the balance sheet.
What is accumulated depreciation account?The accumulated depreciation account is a contra asset account on a company's balance sheet. It represents a credit balance. It appears as a reduction from the gross amount of fixed assets reported. Accumulated depreciation specifies the total amount of an asset's wear to date in the asset's useful life.
One of the uses of accumulated depreciation account is that is used to calculate an asset's net book value, which is the value of an asset carried on the balance sheet.
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show that f(z) = z is nowhere differentiable ) i.e. there is no point z0 e c such that f1(z0) exists)
The limit of the difference quotient must not exist at any location z0 in the complex plane in order to demonstrate that f(z) = z is nowhere differentiable.
For f(z), the difference ratio is as follows:
[f(z Plus h) - f(z)] / h = [(z + h) - z] / h = h / h = 1
As h gets closer to 0, we take the maximum and obtain:
lim h0 [z + h - z] / = lim h 0 h / h = 1
This limit is constant at 1 and is unaffected by the number of z. The limit of the difference quotient must not exist at any location z0 in the complex plane in order to demonstrate that f(z) = z is nowhere differentiable. As a result, f(z) = z is never differentiable and the limit of the difference quotient is not present at any position z0 in the complex plane.
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$300,9%,3 years ??????????????
Answer:
$381
Step-by-step explanation:
9% = 1 year
27% = 3 years
$300 = 100%
After 3 years, we have
100% + 27% = 127%
127% = 1.27
300 tines 1.27 = $381
So, after 3 years has $381
Please Help me!
thank you for the help!
The expression representing the perimeter of the rectangle is given as follows:
P = 6x + 4.
The perimeter of the rectangle when x = 7 is given as follows:
46 feet.
How to obtain the perimeter of a rectangle?The perimeter of a rectangle of length l and width w is given by the expression presented as follows:
P = 2(l + w).
The dimensions for this problem are given as follows:
x + 4.2x - 2.Hence the expression for the perimeter of the rectangle is given as follows:
P = 2(x + 4 + 2x - 2)
P = 2(3x + 2)
P = 6x + 4.
When x = 7, the perimeter of the rectangle is given as follows:
P = 6(7) + 4
P = 46 feet.
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Braden's salary used to be $148,520. After changing the amount of time he works, Braden has begun earning 45% less. What is Braden's salary now?
Answer: $81,686
Step-by-step explanation:
$148,520 - 45% = $81,686
Alternative
$148,520 x 0.55 = $81,686
Geometry- scale factor and similar triangles
can someone please explain these questions to me (see picture)
The values missing sides of the figures are calculated below.
How to solve for the missing sides of the figures?
The scale factor is the size by which the shape is enlarged or reduced. It is used to increase the size of shapes like circles, triangles, squares, rectangles, etc.
NUMBER 7
Scale factor is the ratio of two corresponding sides of similar figures. Since the scale factor from A to B = 3:5. We have:
A : B = 3:5
(x+11) : 30 = 3 : 5
(x+11) /30 = 3 / 5
x + 11 = (30*3)/5
x + 11 = 90/5
x + 11 = 18
x = 18 - 11
x = 7
NUMBER 8
(2x-12) : 12 = 1:3
(2x-12) /12 = 1/3
2x-12 = 12/3
2x-12 = 4
2x = 4 + 12
2x = 14
x = 14/2
x = 7
NUMBER 9
AB : FG = BC:GH
104/39 = 112/x
x = 42
NUMBER 9
TK:KL = KU:KM
14/91 = 12/x
x = 78
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A variable needs to be eliminated to solve the system of equations below. Choose the correct first step.
4x + 5y = -6
-4x + 9y = -22
Answers:
Subtract to eliminate y.
Subtract to eliminate x.
Add to eliminate y.
Add to eliminate x.
Answer:
Step-by-step explanation:
Right Answer: Add to eliminate X
[tex]4x+ (-4x)+5y+9y=-6+(-22)\\14y=-28\\y=\frac{-28}{14} \\y=2[/tex]
The United States form of government is a...
O Democratic Parliament
O Republic
O Democratic Republic
O Republican Congress
Answer:
The United States form of government is a...
O Republic
can I please get the five points:)
Answer:
Republic
Step-by-step explanation:
Option B
I hope this helps :) if not let me know
find invertible matrices such that is non-invertible. choose so that (1) neither is a diagonal matrix and (2) are not scalar multiples of each other.
Invertible matrices P = [1 -2; 0 1] and Q = [1 0; 2 1] such that
A = PQ = [1 2; 2 -3] is non-invertible.
To find invertible matrices such that a given matrix is non-invertible, we can use the fact that if A is non-invertible, then the system of linear equations Ax = 0 has a non-trivial solution. This means that there exists a non-zero vector x such that Ax = 0.
Let's start with a non-invertible matrix A, for example:
A = [1 2; 2 4]
The determinant of A is 0, which means that A is non-invertible.
To find a non-zero vector x such that Ax = 0,
We can solve the system of linear equations:
x + 2y = 0
2x + 4y = 0
This system is equivalent to the single equation:
x + 2y = 0
If we choose y = 1, then x = -2, and we get the non-zero vector:
x = [-2; 1]
Now we can use x to construct invertible matrices P and Q such that
PQ = A, as follows:
P = [1 -2; 0 1]
Q = [1 0; 2 1]
The inverse of P is:
P^-1 = [1 2; 0 1]
And the inverse of Q is:
Q^-1 = [1 0; -2 1]
We can verify that P and Q are invertible and that PQ = A:
PQ = [1 -2; 0 1][1 0; 2 1]
PQ = [1 -2; 2 -4 + 1]
PQ = [1 2; 2 -3] = A
Therefore, we have found invertible matrices P and Q such that A = PQ is non-invertible.
Note:- that neither P nor Q is a diagonal matrix, and they are not scalar multiples of each other.
For similar questions on Invertible matrices,
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The complete question may be:
Find non-invertible matrices A, B such that A+B is invertible. Choose
A, B, so that (1) neither is a diagonal matrix and (2) A, B are not scalar multiples of each other.
Evaluate 4x ÷y if y = 2 and x =4
Answer:
8
Step-by-step explanation:
plug in the values of x and y into the equation
4(4) / (2)
16 / 2 = 8
An airplane on a transatlantic flight took 2 hours 30 minutes to get form New York to its destination, a distance of 3,000 miles. To avoid a storm, however, the pilot went off his course, adding a distance of 600 miles to the flight. How fast did the plane travel?
A) 1440mph
B) 1461mph
C) 1480mph
D) 1466mph
E) 1380mph
Please Help
Answer:
We can use the formula speed = distance / time to calculate the speed of the plane.
The total distance traveled by the plane is 3,000 + 600 = 3,600 miles.
The total time taken by the plane is 2 hours 30 minutes, which is equivalent to 2.5 hours.
Therefore, the speed of the plane is:
speed = distance / time
= 3,600 / 2.5
= 1,440 miles per hour
So the answer is (A) 1440mph
It's possible to create a regular tessellation with a regular heptagon.
Answer:
False, No.
Step-by-step explanation:
No, it is not possible to create a regular tessellation with a regular heptagon. A regular tessellation, also known as a tiling, is a repeating pattern of identical regular polygonal shapes that cover a plane without any gaps or overlaps. The only regular polygonal shapes that can be used to form a regular tessellation are the equilateral triangle, square, and hexagon. These shapes have interior angles that are multiples of 60 degrees, which allows them to fit together seamlessly to form a repeating pattern. The interior angle of a regular heptagon is roughly 128.5714 degrees, which does not divide evenly into 360 degrees, so it cannot be used to form a regular tessellation.