Answers
The solutions for the systems of inequalities are:
a) (0, -100), (0, -150), (0, -1000)
b) (0, 50), (0, 55) , (0, 1,204).
How to identify 3 solutions of each system?When we have a system of inequalities, a solution is a point that solves both ienqualities at the same time.
The first one is:
y ≤ x - 8
y < -3x - 9
Here y must be smaller than x, then we can define x like x = 0, and really small values for y, like y = -100, replacing that we will get:
-100 ≤ 0 - 8 = -8
-100 < - 3*0 - 9 = -9
Both of these are true, so (0, -100) is a solution, and trivially, (0, -150) and (0, -1000) are other two solutions.
For the second system:
y > 5x + 1
y > 3
Let's do the same thing, x = 0 and y gets really large values, like y = 50
50 > 5*0 + 1 = 1 this is true.
50 > 3 this is true.
so (0, 50) is a solution, and also are (0, 55) and (0, 1,204).
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Related Questions
Find f if f ''(x) = 12x2 + 6x − 4, f(0) = 5, and f(1) = 4
Answers
Step-by-step explanation:
f''(x) = 12x² + 6x - 4
f'(x) = 4x³ + 3x² - 4x + c
f(x) = x⁴ + x³ - 2x² + cx + d
f(0) = 5 = 0⁴ + 0³ - 2×0² + c×0 + d
d = 5
f(1) = 4 = 1⁴ + 1³ - 2×1² + c×1 + 5
4 = 1 + 1 - 2 + c + 5
4 = c + 5
c = -1
f(x) = x⁴ + x³ - 2x² - x + 5
Y = -5 (x + 2)^2
Convert the equation from vertex form to standard form.
Answers
-5x^2 - 20x- 30, the equation from vertex form to standard form.
What is an equation?An equation is a mathematical statement containing two algebraic expressions flanked by equal signs (=) on either side.
It shows that the relationship between the left and right printed expressions is equal.
All formulas hav LHS = RHS (left side = right side).
You can solve equations to determine the values of unknown variables that represent unknown quantities.
If a statement does not have an equals sign, it is not an equation. A mathematical statement called an equation contains the symbol "equal to" between two expressions of equal value.
Hence, -5x^2 - 20x- 30, the equation from vertex form to standard form.
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Hi can someone help me pls
Answers
Answer:
F(x) decreases by 6
Step-by-step explanation:
The two points are (-4,10) and (-1,4) and the line is going down as the x value increases. therefore subtract 4 from 10 to get a decrease of -6.
The U.S. Senate has 100 members. After a certain election, there were 10 more Democrats than Republicans, with no other parties represented. How many members of each party were there in the Senate?
Democrats: ____
Republicans: ____
Answers
In response to the stated question, we may state that As a result, there equation are 55 Democrats in the Senate.
What is equation?An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x + 3" equals the number "9". The purpose of equation solving is to determine the value or values of the variable(s) that will allow the equation to be true. Equations can be simple or complicated, regular or nonlinear, and include one or more elements. In the equation "x2 + 2x - 3 = 0," for example, the variable x is raised to the second power. Lines are utilised in many different areas of mathematics, such as algebra, calculus, and geometry.
Let's call "x" the number of Republicans in the Senate.
According to the problem, Democrats outnumber Republicans by ten. Therefore "x + 10" represents the number of Democrats in the Senate.
Because the Senate has a total of 100 senators, we may formulate an equation:
x + (x + 10) = 100
To simplify this equation:
2x + 10 = 100
Taking 10 off both sides:
2x = 90
Divide all sides by two:
x = 45
As a result, there are 45 Republicans in the Senate.
To get the number of Democrats, we may insert x = 45 into the following expression:
x + 10 = 45 + 10 = 55
As a result, there are 55 Democrats in the Senate.
Therefore:
Democrats have 55 seats.
Republicans have 45 seats.
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we could, in principle, represent a polynomial as a list. for instance, we could write as [ 1,2,-3,0,2 ] where the ith index corresponds to . if we wrote a polynomial this way, we would also like an easy way to evaluate that polynomial for a specified value of ; i.e., for , compose a function polyeval( coefs,x ) which accepts a list of polynomial coefficients from lowest to highest order (as above) and a value x at which to evaluate the polynomial, and returns a float corresponding to the value of the polynomial evaluated at x.
Answers
The list above represents a polynomial of degree 4.The following polyeval( coefs,x ) function returns the value of the polynomial evaluated at x:1.
HTML representation of the polyeval( coefs,x ) function:```def polyeval(coefs, x): poly_sum = 0 for i in range(len(coefs)): poly_sum += coefs[i] * x**i return poly_sum```Explanation:A polynomial can be represented in the form of a list. In Python, the representation of a polynomial as a list [1, 2, -3, 0, 2] means that the ith index corresponds to the coefficient of the term of degree i. Therefore, the list above represents a polynomial of degree 4.The following polyeval( coefs,x ) function returns the value of the polynomial evaluated at x:1. The function accepts two parameters: a list of polynomial coefficients from lowest to highest order and a value x at which to evaluate the polynomial.2. The function returns a float corresponding to the value of the polynomial evaluated at x.
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Factorise fully - 4x² - 16x
Answers
Answer: 4x(x - 4)
Step-by-step explanation:
4x² - 16x = 4x(x - 4)
Now we can see that the expression inside the parentheses can also be factored:
x - 4 = (x - 4)
So the fully factorized expression is:
4x² - 16x = 4x(x - 4) = 4x(x - 4)
Answer:
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- 4x( x + 4 )
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Step-by-step explanation:
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[tex]\large{\pmb{\sf{ - 4x^{2} - 16x}}}[/tex]
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[tex]\large{\underline{\underline{\sf{Taking \: Out \: {\green{4}} \: As \: Common:-}}}}[/tex]
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[tex]\large{\pmb{\sf{\leadsto{- 4(x^{2} + 4x)}}}}[/tex]
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[tex]\large{\underline{\underline{\sf{Taking \: Out \: {\green{x}} \: As \: Common:-}}}}[/tex]
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[tex]\large{\purple{\boxed{\pmb{\sf{\leadsto{- 4x(x + 4)}}}}}}[/tex]
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[tex]\star \: {\large{\underline{\underline{\pink{\mathfrak{More:-}}}}}} \: \star[/tex]
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[tex]\large{\dashrightarrow}[/tex] Two positive always makes positive sign when multiplied.
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[tex]\large{\dashrightarrow}[/tex] Two negatives always makes positive sign when multiplied.
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[tex]\large{\dashrightarrow}[/tex] A positive and a negative always makes negative sign when multiplied.
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[tex]\large{\dashrightarrow}[/tex] The sum of two positives is always positive with a positive sign.
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[tex]\large{\dashrightarrow}[/tex] The sum of two negatives is always positive with a negative sign.
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[tex]\large{\dashrightarrow}[/tex] The sum of a positive and a negative is always negative with the sign of whose number is greater.
A student’s parent invested 5000 in college savings account that pays 4. 85 annual simple interest. Which amount is closest to the interest earned on the account at the end of 15 years
Answers
Simple interest just accounts for the beginning sum when calculating interest. After 15 years and under the specified circumstances, the interest earned on the given sum is $3,637.50.
How much does simple interest cost?
Simple interest is calculated as follows: I = (PxRxT)/100 if the beginning amount (also known as the principal amount) is P, the annual interest rate is R%, and the amount is left for T years.
In this instance, we are informed that:
P is equal to $5,000, R is 4.85%, and T is 15 years.
Hence, by using the method above to simple interest, we get at:
I = ($5,000x4.85x15)/100 = $3,637.50
As a result, the interest earned on the given sum with the specified circumstances after 15 years is provided by: $3,637.50
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(I NEED HELP, QUICK)
[50 PTS]
Answers
Answer:
In the picture.
34 ft.
A light bulb manufacturer claims its light bulbs will last 500 hours on average. The lifetime of a light bulb is assumed to follow an exponential distribution. (15 points) a. What is the probability that the light bulb will have to be replaced within 500 hours? s. RSS THE b. What is the probability that the light bulb will last more than 1,000 hours? c. What is the probability that the light bulb will last between 200 and 800 hours?
Answers
a.There is a 63.21% chance that the light bulb will have to be replaced within 500 hours.
The probability that the light bulb will have to be replaced within 500 hours can be calculated by finding the area under the exponential probability density function (PDF) from 0 to 500. Using the formula for the exponential PDF with a mean of 500, we get:
P(X ≤ 500) = 1 - e^(-500/500) ≈ 0.6321
Therefore, there is a 63.21% chance that the light bulb will have to be replaced within 500 hours.
b. There is a 39.35% chance that the light bulb will last between 200 and 800 hours.
The probability that the light bulb will last more than 1,000 hours can be calculated by finding the area under the exponential PDF from 1000 to infinity. Using the same formula, we get:
P(X > 1000) = e^(-1000/500) ≈ 0.1353
Therefore, there is a 13.53% chance that the light bulb will last more than 1,000 hours.
c. The probability that the light bulb will last between 200 and 800 hours is0.3935.
It can be calculated by finding the area under the exponential PDF from 200 to 800. Again, using the same formula, we get:
P(200 < X < 800) = e^(-200/500) - e^(-800/500) ≈ 0.3935
Therefore, there is a 39.35% chance that the light bulb will last between 200 and 800 hours.
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How can you describe the variability in the number of hours of sleep? Explain.
Answers
Simplify 4 triangles to 16 squares
Answers
The expression 4 triangles to 16 squares when simplified is 1 triangle to 4 squares
How to simplify the expressionGiven that
4 triangles to 16 squares
When expressed as ratio, we have
Triangle : Square = 4 : 16
To simplify the ratio Triangle : Square = 4 : 16, we can divide both the numerator and denominator by their greatest common factor, which is 4.
So, we have
Triangle : Square = 4 : 16
Divide both sides by 4:
Triangle/4 : Square/4 = 1 : 4
So the simplified ratio is 1 : 4, which means for every one triangle, there are four squares.
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which part of this graph shows a non-linear relationship
Answers
Answer:
A.
Step-by-step explanation:
Step 1 of 3
a.
About 180,000 terawatts of solar power reaches Earth’s surface.
Out of which about 0.06% is used by plants for photosynthesis.
Thus 108 terawatts of solar power is used by plants for photosynthesis.
Of this energy, about ends up stored in plant matter
Thus 1.08 terawatts of energy get stored in plant matter.
Consider the following facts
Therefore,
Therefore joules of energy get stored in plant matter each second.
Answers
The amount of energy stored in plant matter each second is 1.08 × 10^12 Joules.
Step 1: Calculation of joules of energy stored in plant matter each secondGiven that, 1.08 terawatts of energy gets stored in plant matter for photosynthesis in a second.Therefore, 1.08 × 1012 watts of energy gets stored in plant matter each second. Also, the energy stored in plants matter in Joules = Watts × seconds (Joule is the unit of energy)1.08 × 1012 watts of energy stored in plant matter in a second.1 watt-second = 1 JouleEnergy stored in plant matter in a second = 1.08 × 1012 watts × 1 second = 1.08 × 1012 Joules Answer: The amount of energy stored in plant matter each second is 1.08 × 10^12 Joules.
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I need the answer to this question(PLEASE IM BEGGING YOU)
Answers
Answer:
B & D
Step-by-step explanation:
For future reference, you can just a site called desmos. It has a graphing tool where you can just write the function and then check where the lines meet.
Mia volunteers on the weekend at the Central Library. As a school project, she decides to record how many people visit the library, and where they go. On Saturday, 470 people went to The Youth Wing, 413 people went to Social Issues, and 350 went to Fiction and Literature. On Sunday, the library had 400 total visitors. Based on what Mia had recorded on Saturday, about how many people should be expected to go to The Youth Wing? Round your answer to the nearest whole number
Answers
Based on what Mia recorded, we calculate that 152 people are expected to go to the Youth wing on Sunday.
We solve this problem using simple arithmetic methods. According to the data collected by mia,
The number of people who went to the "Youth wing" = 470
The number of people who went to "Social issues" = 413
The number of people who went to "Fiction and Literature" = 350
So, the total number of visitors that the library had on Saturday was,
470+413+350 = 1233
Hence, the proportion of people who went to the "Youth wing", "Social issues" and "Fiction and Literature" are (470/1233), (413/1233), (and 350/1233) respectively.
So, on Sunday the expected number of people who may go to the "Youth wing" should be,
(470/1233)×400
= 152.47 ≈ 152
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"g" Which population did the GSS target? Does the data collected by the GSS represent a Simple Random Sample of American adults? Group of answer choices Not quite - it is a more complicated method than a SRS, but the data is representative of all American adults. Yes, it is a fairly simple process to take a true simple random sample of all American adults and the GSS does it every two years. No, this data is not random or representative of all American adults and should not be used for inferences
Answers
The correct answer is option (a) Not quite - it is a more complicated method than a SRS, but the data is representative of all American adults.
The General Social Survey (GSS) is a nationally representative survey of the adult population of the United States. The GSS uses a multistage area probability sample design, which means that the sample is selected in two or more stages, with the first stage being the selection of primary sampling units (PSUs) and the second stage being the selection of households or individuals within PSUs.
While the GSS does not use a simple random sampling method, the survey design is intended to provide a representative sample of the U.S. adult population. The GSS employs a complex sampling design that takes into account stratification, clustering, and oversampling of certain groups, such as African Americans, Hispanics, and Asian Americans. This design is intended to improve the precision of estimates for these groups, which may be small in number in the overall population.
Therefore, the correct option is (a) Not quite - it is a more complicated method than a SRS, but the data is representative of all American adults.
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What is 900x 5 to the 5 power
Answers
Answer:
[tex] 900^5x^{25} [/tex]
Step-by-step explanation:
[tex] (900x^5)^5 = [/tex]
[tex] = 900^5(x^5)^5 [/tex]
[tex] = 900^5x^{25} [/tex]
I NEED HELPP PLEASEEEEEEEE
Answers
The slope between the points (-3, 0) and (0, -1) is -1/3.
What is slope?The slope of a line serves as a gauge for its steepness. It may be calculated by dividing the difference in y-coordinate by the difference in x-coordinate between any two points on a line. A line's slope might be zero, positive, negative, or undefinable. A line with a positive slope is moving upward from left to right, a negative slope is moving downward from left to right, and a line with a zero slope is level. The line is vertical if the slope is undefinable.
Let us consider the first two points (-3, 0) and (0, -1).
The slope of the line is given as:
m = (y2 - y1) / (x2 - x1)
Substituting the values we have:
m = (-1 - 0) / (0 - (-3)) = -1/3
Hence, the slope between the points (-3, 0) and (0, -1) is -1/3.
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Also need help with question 33.
What is the probability that Janet will spin a number that has a “3” in either it’s tens or one place?
Answers
Probability of getting a prime number=7/7=1
Probability of getting 4 tens place=2/7
Probability of getting “3” in either it’s tens or one place=3/7
What is Probability?Probability is defined as the ratio of the number of favorable outcomes to the total number of outcomes of an event. For an experiment containing 'n' number of outcomes, the number of favorable outcomes can be denoted by x. The formula for calculate the probability of an event is as follows.
Probability(Event) = Favorable Outcomes/Total Outcomes = x/n
Number of Occurence= 7
Number of Occurence that prime number will come = 7
Probability of getting a prime number=7/7=1
Number of Occurence that 4 will come in tens place=2
Probability of getting a tens place=2/7
Number of Occurence that has a “3” in either it’s tens or one place=3
Probability of getting “3” in either it’s tens or one place=3/7
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if the circumference of the moon is 6783 miles what is its diameter in miles
Answers
Answer:
C = 21,309.4
Step-by-step explanation:
Diameter of moon is miles is,
d = 2159.8 miles
We have,
The circumference of the moon is, 6783 miles
Since, We know that,
the circumference of circle is,
C = 2πr
Substitute given values,
6783 miles = 2 × 3.14 × r
6783 = 6.28 × r
r = 6783 / 6.28
r = 1079.9 miles
Therefore, Diameter of moon is miles is,
d = 2 x r
d = 2 x 1079.9
d = 2159.8 miles
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1. For one history test, Mary had to answer 40 questions, and Mary answered 38 of them correctly. What percent did Mary get on her History test? Round your answer to the nearest whole number if necessary.
Answers
Answer: 95%
Step-by-step explanation: 38 / 40 = 0.95
A grocer has two kinds of candy one selling for 40 cents a pound and the other 1.49 per pound how many pounds of each kind must he use to make the 209 pound worth 85 cents a pound
Answers
Answer:
Step-by-step explanation:
For this problem, we set up an equation
You have 40 cents a pound and 149 cents a pound
You need to make 209 pounds of 85 cents a pounded mix.
Our equation will be:
40(209 - b) + 149b = 209 x 85
b represents the number of pounds in the second mix
209-b represents the number of pounds left in the first mix
Simplifying the equation will leave us to:
8,360 - 40b + 149b = 17,765
8,360 + 109b = 17,765
109b = 9,405
b = 86.284404
109 - b = 22.715596
find the derivative by using formula
[tex]y = xe ^{x} [/tex]
Answers
The derivative of the function y = xeˣ when calculated is xeˣ + eˣ
How to determine the derivative of the functionGiven that
y = xeˣ
To find the derivative of the function y = xeˣ, we can use the product rule and the chain rule of differentiation.
First, we use the product rule:
d/dx = x * d/dx eˣ + d/dx x * eˣ
Next, we use the chain rule to complete the derivative
d/dx = x * eˣ + 1 * eˣ
Substituting this into the product rule equation gives:
d/dx = xeˣ + eˣ
Therefore, the derivative of y = xeˣ is xeˣ + eˣ
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What geometric shapes can you draw that have exactly one pair of parallel sides? Use pencil and paper. Sketch examples for as many different types of shapes as you can. Use appropriate marks to show the pairs of parallel sides.
A. regular pentagon
B. square
C. Trapezoid
D. parallelogram
Answers
answer quickly please
Answers
Answer:
m = -3/4
Step-by-step explanation:
Slope = rise/run or (y2 - y1) / (x2 - x1)
Pick 2 points (0, -2) (-3,2)
We see the y increase by 4 and the x decrease by 3, so the slope is
m = -3/4
The midpoint of AB is =M−−6, 2. One endpoint is =A−−8, 7. Find the coordinates of the other endpoint, B
Answers
If the midpoint of AB is =M(−6, 2) and one endpoint is =A(−8, 7), then the coordinates of the other endpoint B is (-4, -5)
To find the coordinates of endpoint B, we can use the midpoint formula, which states that the midpoint of a line segment is the average of the coordinates of its endpoints.
The midpoint formula is
Midpoint = ((x1 + x2)/2, (y1 + y2)/2)
where (x1, y1) and (x2, y2) are the coordinates of the endpoints.
We know the coordinates of point M, which is the midpoint of the line segment AB:
M = (-6, 2)
We also know the coordinates of one endpoint of the line segment, A:
A = (-8, 7)
Let's use the midpoint formula to find the coordinates of endpoint B:
Midpoint = ((x1 + x2)/2, (y1 + y2)/2)
Substituting the values we know:
(-6, 2) = ((-8 + x2)/2, (7 + y2)/2)
Simplifying
-6 = (-8 + x2)/2 and 2 = (7 + y2)/2
Multiplying both sides of each equation by 2:
-12 = -8 + x2 and 4 = 7 + y2
Adding 8 to both sides of the first equation:
-4 = x2
Subtracting 7 from both sides of the second equation:
-5 = y2
Therefore, the coordinates of endpoint B are B = (-4, -5)
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My friend needs help with her algebra 2 quiz.
Answers
The solution of the equation 7x² - 6x + 11 = 0 is x = 1 or x = 11/7.
What is quadratic formula?In order to solve quadratic equations of the type ax2 + bx + c = 0, the quadratic formula is utilised. The equation is:
x = (-b ± √(b² - 4ac)) / 2a
where a, b, and c are constants, x is the variable we're trying to solve for, and sqrt() stands for square root. By solving the quadratic equation's square, one may deduce the quadratic formula. Any quadratic equations, whether they have real or complex roots, may be solved using the same formula.
The given equation in standard form is:
7x² - 6x + 11 = 0
The quadratic formula is given as:
x = (-b ± √(b² - 4ac)) / 2a
Substituting the values a = 7, b = -6, and c = 11.
x = (-(-6) ± √((-6)² - 4(7)(11))) / 2(7)
x = (6 ± √(196)) / 14
x = (6 ± 14) / 14
x = 1 or x = 11/7
Hence, the solution of the equation 7x² - 6x + 11 = 0 is x = 1 or x = 11/7.
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Find the rate of change of the area of a square with respect to the length z, the diagonal of the square. What is the rate when z = 3? a) dA/dz = z; rate = 6 b) dA/dz = zroot2; rate = 3 root2 c) dA/dz = 2z; rate = 3 d) dA/dz = z; rate = 3 e) dA/dz = 2z; rate = 6
Answers
The rate of change of the area of a square with respect to the length z, the diagonal of the square is dA/dz = 2z; rate = 6. The correct answer is C.
We know that the area A of a square is given by A = s², where s is the length of the sides of the square. Also, we know that the diagonal of the square (z) is related to the sides by the Pythagorean theorem: s² + s² = z² or 2s² = z² or s² = z²/2.
Taking the derivative of both sides of the equation s² = z²/2 with respect to z, we get:
2s ds/dz = 2z/2
s ds/dz = z
Now, since the area A is given by A = s², we can take the derivative of both sides of this equation with respect to z:
dA/dz = d/dz (s²) = 2s ds/dz
Substituting the value of s ds/dz obtained earlier, we get:
dA/dz = 2s (z/s) = 2z
Therefore, the correct option is (c) dA/dz = 2z, and the rate of change of the area of the square with respect to the length z is 2z. When z = 3, the rate of change is 2(3) = 6. So, the answer is (c) dA/dz = 2z; rate = 6.
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A classroom is rectangular in shape. If listed as ordered pairs, the corners of the classroom are (−12, 15), (−12, −9), (9, 15), and (9, −9). What is the perimeter of the classroom in feet?
Answers
By answering the presented question, we may conclude that Therefore, the perimeter of the classroom is 96√2 + 42 feet (approx. 155.27 feet).
What is rectangle?In Euclidean geometry, a rectangle is a parallelogram with four small angles. It may also be defined as a hexagon that is fundamental rule, or one in which all of the angles are equal. Another alternative for the parallelogram is a straight angle. Four of the vertices of a square are the same length. A quadrilateral with four 90° angle vertices and equal parallel sides has a rectangle-shaped cross section. As a result, it is also known as a "equirectangular rectangle." A rectangle is sometimes referred to as a parallelogram due to the equal and parallel dimensions of its two sides.
The perimeter-
d = √[(x2 - x1)² + (y2 - y1)²]
So, the perimeter of the classroom is:
d1 = √[(-12 - (-12))² + (15 - (-9))²] = √(24² + 24²) = √(2² × 24²) = 48√2
d2 = √[(-12 - 9)² + (15 - 15)²] = √(21²) = 21
d3 = √[(9 - 9)² + (15 - (-9))²] = √(24² + 24²) = √(2² × 24²) = 48√2
d4 = √[(9 - (-12))² + (-9 - 15)²] = √(21²) = 21
perimeter = d1 + d2 + d3 + d4
= 48√2 + 21 + 48√2 + 21
= 96√2 + 42
Therefore, the perimeter of the classroom is 96√2 + 42 feet (approx. 155.27 feet).
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The zero product property, says that if a product of two real numbers is 0, then one of the numbers must be 0.
a. Write this property formally using quantifiers and variables.
b. Write the contrapositive of your answer to part (a).
c. Write an informal version (without quantifier symbols or variables) for your answer to part (b).
Answers
The contrapositive of the zero product property is that if neither of the two real numbers is 0, then the product of the two numbers will not be 0. In plain language, this means that if neither of the two numbers are 0, then the product of the two numbers cannot be 0.
In an informal version, this can be stated as "if neither number is 0, then their product cannot be 0". This can be understood as "if neither number is 0, the result of multiplying them together cannot be 0". In other words, the product of two real numbers will not be 0 if neither of them is 0.