Yes, This statement "f(n)/g(n) as n goes to infinity = 0" is true, in this little o notation means that f(n) grows much slower than g(n) as n becomes large.
"f(n)/g(n) as n goes to infinity = 0" means that as n approaches infinity, the ratio of f(n) to g(n) gets arbitrarily small. This is a formal way of saying that g(n) grows faster than f(n), or equivalently, that f(n) is "smaller" than g(n) in the long run. Specifically, the little-o notation represents a formal definition of this concept: f(n) is said to be "little-o" of g(n) (written as f(n) = o(g(n))) if and only if f(n)/g(n) approaches 0 as n approaches infinity. In other words, if for any positive constant ε, there exists a positive constant N such that for all n > N, |f(n)/g(n)| < ε.
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____The given question is incomplete, the complete question is given below:
I'm just trying to understand how in little o notation this is true:
f(n)/g(n) as n goes to infinity = 0?
let . the lines whose equations are and contain points and , respectively, such that is the midpoint of . the length of equals , where and are relatively prime positive integers. find .
The midpoint of a line segment is the point located halfway between two endpoints.
Therefore, if the points and have the coordinates (x1, y1) and (x2, y2), respectively, then the coordinates of the midpoint, , are defined as:
[tex]M = (x1 + x2)/2, (y1 + y2)/2[/tex].
The equation of a line is y = mx + b, where m is the slope and b is the y-intercept. Since we know the coordinates of the two points, we can calculate the slope of the line using the formula:
[tex]m = (y2 - y1)/(x2 - x1).[/tex]
Using the values of x1, y1, x2, and y2, we can calculate the slope of the line. We can then use the coordinates of and to calculate the y-intercept of the line, b.
Once we have determined the slope and y-intercept of the line, we can substitute these values into the equation of a line, y = mx + b, to determine the equation of the line.
The length of the line is equal to the distance between the two points and, for two points with coordinates (x1, y1) and (x2, y2), we can use the distance formula to calculate the length:
[tex]L = √((x2 - x1)^2 + (y2 - y1)^2)[/tex].
Substituting the values of x1, y1, x2, and y2 into this equation will give us the length of the line, which is equal to .
Therefore, the equation of the line and the length of the line are and , respectively.
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which choice is equivalent to the product below? √2•√10•√5
Answer:
B.10
Step-by-step explanation:
√2.√10.√5
√2.10.5
√100
√2².5²
2.5
10
determine the volume of a solid formed by revolving the region bounded by the curve , the line , and the line about the line .
The value of V = 2π/3. To find the volume of the solid, we need to use the method of cylindrical shells.
First, we need to solve for the x and y intercepts of the curve. Setting x = 0 gives y = 0, and setting y = 0 gives x = ±1. So the curve intersects the x-axis at (-1, 0) and (1, 0).
Next, we need to find the height of each cylindrical shell. The height is given by the difference between the y-values of the curve and the line x = 1. Solving for y in 2xy = 1 + x^2, we get y = (1 + x^2)/(2x). So the height of the cylindrical shell at x is given by (1 + x^2)/(2x).
Finally, we need to find the radius of each cylindrical shell. The radius is simply x.
So the volume of the solid is given by the integral from x = 0 to x = 1 of 2πx(1 + x^2)/(2x) dx. Simplifying and integrating, we get V = 2π/3.
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Complete Question:
Find the volume of the solid formed by revolving the region bounded by the curve 2x y = the line 1 + x2 y = 0, and the line x = 1 about the y-axis. V=?
The equation of line jis y - 10 = (x + 2). Line k, which is parallel to line j, includes the
point (-4,-3). What is the equation of line k?
The equation of line k is y = x + 1.
What is the point-slope form?Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:
y - y₁ = m(x - x₁)
Where:
m represents the slope.x and y represents the data points.From the information provided above, we have the following slope and data points on the line:
Points = (-4, -3).Slope, m = 1.In Geometry, two (2) lines are parallel under the following conditions:
m₁ = m₂ ⇒ 1 = 1
At data point (-4, -3), a linear equation of this line can be calculated in point-slope form as follows:
y - (-3) = 1(x - (-4))
y + 3 = x + 4
y = x + 1
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Read the following paragraph and answer the question. "Emest Cline is an American Screenwriter and author. Emest was born in 1972. He started his writing career in 1992 doing spoken word poetry. His best known works include 'Dance Monkey Dance' and 'When I Was a Kid. He then moved to film, as the screenwriter of the film Fanboys. He then released one of the most entertaining novels of all time, Ready Player One. Today Cline is still working, writing for many projects." What is the main purpose of this
paragraph?
A. To inform the reader of a subject
B. To persuade by sharing a perspective about a subject
C. To entertain the audience
Answer: A
Step-by-step explanation:
Two mathematicians take a morning coffee break each day. They arrive at the cafeteria independently, at random times between 9 a.m. and 10 a.m., and stay for exactly $m$ minutes. The probability that either one arrives while the other is in the cafeteria is $40 \%,$ and $m = a - b\sqrt {c},$ where $a, b,$ and $c$ are positive integers, and $c$ is not divisible by the square of any prime. Find $a + b + c.$
The value of a + b + c is 42.
Let's set the arrival time of one of the mathematicians, let's say the first mathematician, to be t minutes after 9 a.m.
Between nine and ten minutes after the first mathematician, depending on the time of day, the second mathematician will show up.The likelihood that a second mathematician will show up while the first one is in the cafeteria is [tex]$ \frac{m}{60}[/tex], since the second mathematician has a [tex]\frac{m}{60} $-hour[/tex] window to arrive while the first is there.
When one mathematician arrives when the other isn't at the cafeteria, there is a chance that [tex]1 - \frac{m}{60}[/tex]. The probability that they miss each other both coming and going is then [tex]$\left(1 - \frac{m}{60}\right)^2.$[/tex]⇒The probability that they arrive during some overlapping time is then [tex]$2\left(\frac{m}{60}\right)\left(1 - \frac{m}{60}\right)$[/tex]. This probability must be equal to 0.4.
⇒So we have the equation [tex]$2\left(\frac{m}{60}\right)\left(1 - \frac{m}{60}\right) = 0.4$[/tex].
⇒Solving for m yields [tex]$m = 24 - 4\sqrt{14}[/tex].
Therefore, the a + b + c = 24 + 4 + 14 =42.
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PLEASE HELP QUICK!!! Show work! :)
How many solutions does the system have?
12x=2y+7
y=6x-2
Answer:
No SolutionStep-by-step explanation:
[tex]\tt 12x=2y+7 \\ y=6-2[/tex]
Substitute y = 6x-2
[tex]\tt 12x=2\left(6x-2\right)+7[/tex]
[tex]\tt 12x=12x+3[/tex]
Cancel 12x from both sides:-
[tex]\tt {0=3}[/tex]
Since the sides are not equal, there's no solution.
___________________
Hope this helps!
Amelie created this graphic organizer to classify different figures. The left circle represents scalene triangles. The right circle represents acute triangles. Which figure belongs in the part of the organizer where the circles overlap? hlp:(
The part overlapped is showing the acute scalene triangles.
What are acute scalene triangles?An acute scalene triangle can be defined as a triangle whose angles are less than 90 degrees and all three sides and angles are different in measurement.
Given that, in a graphic organizer, the left circle represents scalene triangles. The right circle represents acute triangles.
Here, we are asked to find that which figure belongs in the part of the organizer where the circles overlap,
In graphic organizers, the overlapped portion shows the common part between other portions.
Therefore, the common in both the triangles will be an acute scalene triangle,
Hence, the part overlapped is showing the acute scalene triangles.
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Match the change in the position of the minute hand with the angle made by the change.
The minute hand
moves from 2 to 9.
The minute hand
moves from 5 to 10.
The minute hand
moves from 3 to 7.
ड
les
5x
7*
Reset
The minute hand
moves from 4 to 6.
Next
The minute hand
moves from 1 to 4.
The change in the position of the minute hand should be matched with the angle made by the change as follows;
The minute hand moves from 2 to 9 = 7π/6 radians
The minute hand moves from 5 to 10 = 5π/6 radians.
The minute hand moves from 3 to 7 = 2π/3 radians.
The minute hand moves from 4 to 6 = π/3 radians.
The minute hand moves from 1 to 4 = π/2 radians.
What is a rotation?In Mathematics, a rotation can be defined as a type of transformation which moves every point of the object through a number of degrees around a given point, which can either be clockwise or counterclockwise (anticlockwise) direction.
Generally speaking, the angle between numbers that represents the hands on an analog clock is equal to π/6 radians.
When the minute hand moves from 2 to 9, we have:
Difference = 9 - 2 = 7
Angle = 7 × π/6 = 7π/6 radians.
When the minute hand moves from 5 to 10, we have:
Difference = 10 - 5 = 5
Angle = 5 × π/6 = 7π/6 radians.
When the minute hand moves from 3 to 7, we have:
Difference = 7 - 3 = 4
Angle = 4 × π/6 = 4π/6 = 2π/3 radians.
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Given g(x) = x² - 8 and h(x) = -6x + 1, what is the correct way to start to find g(h(x))
The correct way to start finding g(h(x)) is to replace the output of h(x) in
the variables of g(x).
What is a composite function?When the output of one function is given to the input of another function they are called composite functions.
In (fog)x which is [f{g(x)}] here the out of the function g(x) is the input of the function f(x).
Given, g(x) = x² - 8 and h(x) = - 6x + 1,
Now, g(h(x)) is the output of h(x) is the input of g(h(x)).
Therefore, g(h(x)) is g(- 6x + 1) = (- 6x + 1)² - 8.
g(h(x)) = - (6x - 1)² - 8.
g(h(x)) = - (36x² - 12x + 1) - 8.
g(h(x)) = - 36x² + 12x - 1 - 8.
g(h(x)) = - 36x² + 12x - 9.
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Which of the following graphs shows the function parent function f(x) = x³ after the transformation g(x) = f(x-3)is applied? A. 24 1- ++ 2+ ++ 2+ 1+ -2+ B. 2 K
Option B. 2 K is the correct graph (check the attached image) of parent function after transformation.
In mathematics, a transformation is a function that, typically with some geometrical foundation, maps a set X to itself, i. e. f: X → X. Vector space linear transformations are one example.
A point, line, or geometric figure can be changed in four different ways that are all collectively referred to as transformations. Pre-Image refers to the object's initial shape, and Image, after transformation, refers to the object's final shape and location.
A graph can be altered in three basic ways: by shifting, or compressing, and by flipping. According to the definition of transformation, we can rotate around any point, reflect our image over any line, and translate any vector. These are rigid transformations in which the image is consistent with its pre-image.
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The table shows the number of brothers and sisters of the students in year 7.
What percentage of students have more than 1 brother or sister?
Number of brothers and sisters
Year 7 Male students
Year 7 Female students
1
62
118
2
24
3
8
14
4
6
104
200
The percentage of students with more than 1 brother or sister is 41%.
How to calculate percentage?To find the percentage, first complete the table:
118 - 62 = 56 female students with 1 brother and sister.
8 + 14 = 22 7th years with 3 brothers and sisters.
118 + x + 22 + 6 = 200, x = 200 - 146, x = 54 7th years with 2 brothers and sisters.
54 - 24 = 30 male students with 2 brothers and sisters.
62 + 30 + 8 + y = 104, y = 104 - 100, y = 4 male students with 4 brothers and sisters.
6 - 4 = 2 female students with 4 brothers and sisters.
56 + 24 + 14 + 2 = 96 total female students of 7th year.
The percentage of students with more than i brother and sister is:
54 + 22 + 6 = 82 students or 200 - 118 = 82 students.
% = 82 / 200 x 100 = 41%.
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how to get ever answer on online school
Getting the correct answer in an online school environment can be achieved through a few methods:
Read the course materials carefully: Make sure you understand the material being covered before attempting to answer questions.
Participate in online discussions: If you have questions, participate in online discussions with your classmates or instructors. This can help you better understand the material and get clarification on any points you are unsure about.
Utilize online resources: Many online schools provide access to online resources such as videos, tutorials, and practice quizzes. These can help you reinforce your understanding of the material and prepare for exams.
Ask for help: If you are still having trouble finding the correct answer, don't be afraid to reach out to your instructor or classmates for help.
Use additional study materials: Consider using outside study materials such as textbooks, study guides, and online resources to help you better understand the material.
Remember, the key to success in online school is to stay organized, be proactive, and actively engage with the course materials and your classmates. Good luck!
Getting every answer in an online school course depends on several factors, including the format of the course, the resources available, and the instructor's teaching style. Here are some tips that may help:
Utilize course resources: Most online courses provide students with a variety of resources such as textbooks, lectures, discussion forums, and quizzes. Utilize these resources to gain a deeper understanding of the material.
Participate in discussions: Participating in online discussions can be an excellent way to get answers to questions you have about the course material. You can also collaborate with other students to gain a better understanding of the course content.
Ask the instructor: If you're still unsure about a particular topic, don't be afraid to reach out to your instructor for clarification. You can send an email, participate in virtual office hours, or use a discussion forum to ask questions.
Research outside sources: You can also conduct research outside of the course to supplement your understanding of the material. Search for reputable sources, such as academic journals, to gain a better understanding of the course content.
Form a study group: If you're taking the course with other students, consider forming a study group. Studying with others can be an effective way to get answers to questions you have and to collaborate on course assignments.
Remember, the key to getting every answer in an online course is to be an active and engaged learner. Utilize all the resources available to you and don't be afraid to ask for help when needed.
Two similar pyramids, Figure A and Figure B, are shown. The volume of Figure A is 192 cubic centimeters and the volume of figure B is 375 cubic centimeters. What is the scale factor used to dilate Figure A to make Figure B. Express your answer as a fraction.
The required scale factor used to dilate Figure A to make Figure B is 5/4.
What is pyramid?A three-dimensional figure is a pyramid. Its base is a flat polygon. The remaining faces are all triangles and are referred to as lateral faces. The number of sides on its base is equal to the number of lateral faces. The line segments that two faces intersect to form its edges.
According to question:The ratio of the volumes of two similar pyramids is equal to the cube of the ratio of their corresponding side lengths. Therefore, the scale factor used to dilate Figure A to make Figure B is equal to the cube root of the ratio of their volumes:
scale factor = cube root of (volume of Figure B / volume of Figure A)
scale factor = cube root of (375 / 192)
scale factor = cube root of (125 / 64)
scale factor = 5/4
Therefore, the scale factor used to dilate Figure A to make Figure B is 5/4.
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(b) the weights of the empty cardboard containers have a mean of 20 grams and a standard deviation of 1.7 grams. it is reasonable to assume independence between the weights of the empty cardboard containers and the weights of the eggs. it is also reasonable to assume independence among the weights of the 12 eggs that are randomly selected for a full carton. let the random variable x be the weight of a single randomly selected grade a egg.
0.1038 is the probability that a randomly selected full carton of Grade A eggs will weigh more than 850 grams.
0.413 is the mean of X?
0.643 is the standard deviation of X
As per the data given:
Each full carton of Grade A eggs consists of 1 randomly selected empty cardboard container and 12 randomly selected eggs.
The weights of such full cartons are approximately normally distributed with a mean of 840 grams and a standard deviation of 7.9 grams.
[tex]\mu=840[/tex]
[tex]\sigma = 7.9[/tex]
(a) Here we have to determine the probability that a randomly selected full carton of Grade A eggs will weigh more than 850 grams
Here, a full carton [tex]$y \sim N(840,7.9)$[/tex]
[tex]& \mu=840 \\[/tex]
As, z = [tex]$ \frac{y-840}{7.9} \sim N(0.1) \\[/tex]
[tex]$P(y > 850)= & P\left(z > \frac{850-840}{7.9}\right)=1-P(z < 1.26) \\[/tex]
[tex]= & 1-\phi(1.26) \\[/tex]
= 1 - 0.8962
= 0.1038
(b) Here, B is the weight of the carton [tex]$\sim N(20,1.7)$[/tex]
Weight of each egg [tex]$x=\frac{y-B}{12} \\[/tex]
[tex]& x \sim N\left(\frac{1}{12}(\epsilon(y)-\epsilon(B)), a\right)^{\prime}[/tex]
Here we have to determine the mean of x
Here [tex]$ \epsilon(x)=\epsilon \frac{\epsilon(y)-\epsilon(B)}{12} \\[/tex]
[tex]$ =\frac{840-20}{12} \\[/tex]
[tex]$& =\frac{820}{12} \\[/tex]
[tex]\epsilon(x) & =68.33 \\[/tex]
[tex]\alpha^2=v(x) & =\left(\frac{1}{12}\right)^2[v(y)-v(B)][/tex] as independent
[tex]$& =\frac{1}{12^2}\left[(7.9)^2-(1.7)^2\right][/tex]
[tex]$& =\frac{1}{144}[62.41-2.89] \\[/tex]
[tex]$ & =\frac{1}{144}[59.52] \\ &[/tex]
= 0.413
(ii) Here we have to determine the standard deviation
[tex]\sigma =\sqrt{0.413} \\ &[/tex]
[tex]\sigma[/tex] = 0.643
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Each full carton of Grade A eggs consists of 1 randomly selected empty cardboard container and 12 randomly selected eggs. The weights of such full cartons are approximately normally distributed with a mean of 840 grams and a standard deviation of 7.9 grams.
(a) What is the probability that a randomly selected full carton of Grade A eggs will weigh more than 850 grams?
(b) The weights of the empty cardboard containers have a mean of 20 grams and a standard deviation of 1.7 grams. It is reasonable to assume independence between the weights of the empty cardboard containers and the weights of the eggs. It is also reasonable to assume independence among the weights of the 12 eggs that are randomly selected for a full carton.
Let the random variable X be the weight of a single randomly selected Grade A egg.
i) What is the mean of X?
ii) What is the standard deviation of X?
A conservation organization releases 35 Florida panthers into a game preserve. After 2 years, there are 200 panthers in the preserve. The Florida preserve has a carrying capacity of 560 panthers.(a) Write a logistic equation that models the population of panthers in the preserve. (Round your k to four decimal places. Use t for the time in years.)P = _____(b) Find the population after 5 years. (Round your answer to the nearest whole number.)_____ panthers(c) When will the population reach 280? (Round your answer to two decimal places.)_____ yr(d) Write a logistic differential equation that models the growth rate of the panther population. Then using Euler's Method, repeat part (b) with a step size of h = 1. Use the initial release population of 35 panthers as your initial value to start Euler's Method. (Round your answer to the nearest whole number.)dP/dt =P(5) ≈(e) At what time is the panther population growing most rapidly? (Round your answer to two decimal places.)_____ yr
(a) P = [tex](56035e^(0.3283t)) / (560 + 35(e^(0.3283t)-1))[/tex] (b) 345 panthers (c) 1.59 years (d) dP/dt = kP(1 - P/560), P(5) ≈ 373 panthers (e) 1.59 years.
(a) The logistic equation that models the population of panthers in the preserve is:
P = [tex](560P0e^{(kt)}) / (560 + P0(e^{(kt)-1}))[/tex]
where P0 is the initial population (35), k is the growth rate constant, and t is the time in years.
To solve for k, we can use the fact that after 2 years the population is 200:
200 =[tex](56035e^(2k)) / (560 + 35(e^{(2k)-1}))[/tex]
Solving for k, we get:
k = 0.3283 (rounded to 4 decimal places)
Therefore, the logistic equation is:
P = (56035e^(0.3283t)) / (560 + 35(e^(0.3283t)-1))
(b) To find the population after 5 years, we substitute t=5 into the logistic equation:
P = (56035e^(0.32835)) / (560 + 35(e^(0.32835)-1))
P ≈ 345 panthers (rounded to the nearest whole number)
(c) To find when the population reaches 280, we can solve the logistic equation for t when P=280:
280 = [tex](56035e^{(0.3283t)}) / (560 + 35(e^{(0.3283t)-1}))[/tex]
Solving for t, we get:
t ≈ 1.59 years (rounded to 2 decimal places)
(d) The logistic differential equation that models the growth rate of the panther population is:
dP/dt = kP(1 - P/560)
Using Euler's method with a step size of h=1, we get:
P(5) ≈ P(4) + hdP/dt(4)
P(4) = 345 (from part b)
dP/dt(4) = k345*(1 - 345/560) = 27.522
P(5) ≈ 345 + 27.522 = 373 panthers (rounded to the nearest whole number)
(e) The panther population is growing most rapidly when the growth rate is at its maximum, which occurs at half the carrying capacity (P=280). We can find the time by taking the derivative of the logistic equation and setting it equal to zero:
dP/dt = kP(1 - P/560)
0 = k280(1 - 280/560)
0.5 = 1 - 280/560
280 = 560/2
So, the panther population is growing most rapidly when P=280, which occurs at half the carrying capacity. Therefore, the time when the population is growing most rapidly is at t=1.59 years (from part c).
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When conducting a two-sided test of significance, the value of the parameter under the null hypothesis is not plausible and will not be contained in a 95% confidence interval when: A. The p-value is less than or equal to 0.05 B. The p-value is greater than 0.05. C. There is no relationship between the p-value and the con fidence interval.
The value of parameter under null hypothesis which is not plausible , will not be contained in a 95% confidence interval when (a) p value is less than or equal to 0.05 .
The "P Value" is the probability of observing a test statistic as extreme or more extreme than the one computed from the sample data, assuming the null hypothesis is true.
When the p value is less than equal to 0.05 , it indicates that the observed test statistic is statistically significant at the 5% level of significance, means that the null hypothesis will be rejected.
Therefore , the parameter value that is assumed under the null hypothesis is not plausible and is not likely to be in a 95% confidence interval.
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The given question is incomplete , the complete question is
When conducting a two-sided test of significance, the value of the parameter under the null hypothesis is not plausible and will not be contained in a 95% confidence interval when
(a) The p-value is less than or equal to 0.05
(b) The p-value is greater than 0.05.
(c) There is no relationship between the p-value and the confidence interval.
Consider the following sets of vectors. Show that each set (i) contains the zero vector, (ii) is closed under addition and scalar multiplication. Then find a basis for each set and give the dimension. (a). W is the set of vectors of the form (3s,−2s,s). (b). W is the set of vectors of the form (t−2,0,6−3t). (c). H is the set of vectors of the form (2b,a,3b)
(d). H is the set of vectors of the form (−b+2c,b,4c)
Answer: a) The set W contains the zero vector, since (0,0,0) = (3s,-2s,s) for s = 0.
The set W is closed under addition and scalar multiplication:
If (3s1, -2s1, s1) and (3s2, -2s2, s2) are in W, then their sum, (3(s1 + s2), -2(s1 + s2), (s1 + s2)), is also in W.
If (3s, -2s, s) is in W and c is any scalar, then (3cs, -2cs, cs) is also in W.
The set W has a basis of {(3, -2, 1)}. To see this, we can write any vector in W as a scalar multiple of (3, -2, 1). For example, (3s, -2s, s) = s(3, -2, 1). The dimension of the set W is 1.
b) The set W contains the zero vector, since (t-2,0,6-3t) = (t-2,0,6-3t) for t = 2.
The set W is closed under addition and scalar multiplication:
If (t1 - 2, 0, 6 - 3t1) and (t2 - 2, 0, 6 - 3t2) are in W, then their sum, ((t1 + t2) - 2, 0, 6 - 3(t1 + t2)), is also in W.
If (t - 2, 0, 6 - 3t) is in W and c is any scalar, then (ct - 2c, 0, 6c - 3ct) is also in W.
The set W has a basis of {(1, 0, -3)}. To see this, we can write any vector in W as a scalar multiple of (1, 0, -3). For example, (t - 2, 0, 6 - 3t) = t(1, 0, -3) - 2(1, 0, -3). The dimension of the set W is 1.
c) The set H contains the zero vector, since (2b, a, 3b) = (0,0,0) for b = 0 and a = 0.
The set H is closed under addition and scalar multiplication:
If (2b1, a1, 3b1) and (2b2, a2, 3b2) are in H, then their sum, (2(b1 + b2), a1 + a2, 3(b1 + b2)), is also in H.
If (2b, a, 3b) is in H and c is any scalar, then (2cb, ca, 3cb) is also in H.
The set H has a basis of {(2,1,3)}. To see this, we can write any vector in H as a scalar multiple of (2,1,3). For example, (2b, a, 3b) = b(2,1,3) + a(0,1,0). The dimension of the set H is 2.
d) The set H contains the zero vector, since (−b + 2c, b, 4c) = (0,0,0) for b = 2c.
Step-by-step explanation:
write the equation of this line in slope-intercept form. (please help)
Answer:
y = -1/4x + 2
Step-by-step explanation:
First you have to pick 2 points on the line, then you find the slope of the line from those 2 points. The slope formula is m = (y2-y1) / (x2-x1), and filling the variables in with the points (0,2) and (4,1) gives you m = (1-2) / (4-0), which gives you m = -1/4.
Once you have found the slope, you look for the y-intercept which is the point where the x-value is 0, and that is 2 in this graph.
You can then put this information into slope-intercept form, y= mx + b. m represents the slope and b represents the y-intercept. The answer is y = -1/4x + 2
whats the equvilant fraction of 4/5 and 5/7 using common denominators
Answer:
28/35 and 25/35
Step-by-step explanation:
To find the equivalent fraction of 4/5 and 5/7 with a common denominator, we can find the least common multiple (LCM) of the two denominators. The LCM of 5 and 7 is 35. So, to get the equivalent fractions with a common denominator of 35, we can multiply both the numerator and denominator of each fraction by the same number so that the denominators become 35:
4/5 becomes 4 x 7/5 x 7 = 28/35
5/7 becomes 5 x 5/7 x 5 = 25/35
So, the equivalent fractions of 4/5 and 5/7 with a common denominator of 35 are 28/35 and 25/35, respectively.
Find the product of the factors 3.78 and 9.2
Answer:
Step-by-step explanation:
To find the product of the factors 3.78 and 9.2, we simply multiply them together:
3.78 × 9.2 = 34.776
Therefore, the product of the factors 3.78 and 9.2 is 34.776.
Sam is going to paint the outside of a cylindrical grain silo. He only needs to paint the lateral surface and roof.
If the radius of the roof is x feet and the silo is y feet high, which expression represents the surface area Sam needs to paint?
a. 2πxy
b. πx^2 + 2πxy
c. 2πx^2 + 2πxy^2
d. 2πx^2 + 2πxy
The surface area Sam needs to paint on the cylinder is πx² + 2πxy i.e. B.
What exactly is a cylinder?
In geometry, a cylinder is one of the fundamental 3d forms with two parallel circular bases at a distance. A curving surface connects the two circular bases at a predetermined distance from the centre. The axis of the cylinder is the line segment connecting the centres of two circular bases. The height of the cylinder is defined as the distance between the two circular bases. One real-world example of a cylinder is an LPG gas-cylinder.
Because the cylinder is a three-dimensional form, it has two primary properties: surface area and volume. The cylinder's total surface area (TSA) is equal to the sum of its curved surface area and the area of its two circular bases.
The volume of a three-dimensional cylinder is the space it occupies (V).
TSA=2πr²+2πrh, where r is the radius and h is the height.
Now,
Given that the radius of the roof is x feet and the silo is y feet high
Area of roof=πx² and
curved surface area=2πxy
then the surface area Sam needs to paint=πx²+2πxy
Hence,
The surface area Sam needs to paint on the cylinder is
πx² + 2πxy.
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Does anyone know the answer to this?
The measure of the angles are
1. 14°
2. 141°
3. 39°
4. 39°
The 4-letter code is DCAA
Calculating the measure of anglesFrom the question, we ae to determine the measure of the angles and then the 4-letter code
From the diagram,
m ∠B + m ∠C = 180° (Sum of angles on a straight line)
Then,
1.
9x + 15° + 3x - 3° = 180°
12x + 12° = 180°
12x = 180° - 12°
12x = 168°
x = 168°/12
x = 14°
Thus, D
2.
m ∠B = 9x + 15°
m ∠B = 9(14) + 15°
m ∠B = 126° + 15°
m ∠B = 141°
Thus, C
3.
m ∠C = 180° - m ∠B
m ∠C = 180° - 141°
m ∠C = 39°
Thus, A
4.
m ∠A = m ∠C (Vertically opposite angle)
m ∠A = 39°
Thus, A
Hence, the code is DCAA
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Find the volume of the sphere with a great circle of radius 7 cm. Question 21 options: 4310.2 cm3
1436.8 cm3
343 cm3
1,077.6 cm3
Exact: 1436.75504cm3
About: 1436.8cm3
pls mark brainliest if correct
Translate the sentence into an inequality.
Four times the sum of a number and 20 is at least 16
Help plsssss asapppp
Answer:
congruent
Step-by-step explanation:
The opposite sides of a parallelogram are congruent.
We can also determine this from the markings in the diagram.
Determine the possible side lengths of the third side of a triangle with known side lengths of 5 and 8.
Question 3 options:
A)
–5 < c < –8
B)
–3 < c < –13
C)
3 < c < 13
D)
5 < c < 8
Answer: 3 < c < 13 (choice C or third answer choice)
======================================================
Explanation:
Consider a triangle with sides: a,b,c
Furthermore, we'll have a = 5 and b = 8 as the two known sides.
Due to a modification of the Triangle Inequality Theorem, the third side will have the condition that:
b-a < c < b+a
where b ≥ a must be the case.
----------
Let's plug in those a & b values to determine the range for c.
b-a < c < b+a
8-5 < c < 8+5
3 < c < 13
This points us to Choice C as the final answer.
Answer: 9.43398113206
Step-by-step explanation:
A^2 + B^2 = C^2
5^2 + 8^2 = √89
= 9.43398113206
23
Referring to the Fig. in Question #23, find the cosine of angle R.
Reduce the answer to the lowest terms.
24
Referring to the Fig. in Question #23, find the tangent of angle R.
Reduce the answer to the lowest terms.
The cosine of angle R is 3/5 and tangent of angle R is 4/3.
What is Trigonometry?Trigonometry is a branch of mathematics that studies relationships between side lengths and angles of triangles.
The given right triangle is RTS.
We have to find the cosine of angle R
We know that cos theta = Adjacent side/hypotenuse.
CosR=6/10
=3/5
Now let us find tangent of angle R
Tan theta = opposite side/adjacent side
=8/6
=4/3
Hence, the cosine of angle R is 3/5 and tangent of angle R is 4/3.
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Profitability ratios show the combined effects of liquidity, asset management, and debt management on a firm's operating results. True or False?
Profitability ratios is a type of financial ratio shows the combined effects of liquidity, asset management and debt management of a business. So the statement is true.
Financial ratios are calculations used to assess various data to evaluate the company's performance. It is calculated using quantitative data from financial statements. There are mainly four financial ratios
Profitability ratios- are used to assess ability of a business to generate earnings with respect to revenue, operating cost, equity to shareholders, balance sheet assets etc.Liquidity ratio - is the ability of a company to pay of its debts for short term.Debt ratios- Calculated by dividing total debt by total assets.Coverage ratio -Companies ability to pay debts and other financial obligations like dividend.So the statement given is true.
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Resistors labeled 100 Ω
have true resistances that are between 80 Ω and 120 Ω. Let X be the mass of a randomly chosen resistor. The probability density function of X is given by
f(x)=(x−80)/800 80
0
otherwise
(a) What proportion of resistors have resistances less than 90 Ω?
(b) Find the mean resistance.
(c) Find the standard deviation of the resistances.
(d) Find the cumulative distribution function of the resistances.
The proportion of resistors with resistances less than 90 Ω is 0.125, the mean resistance is 85 Ω, the standard deviation of the resistances is 8.66 Ω, and the cumulative distribution function of the resistances is 1/800x2−80x.
(a) The proportion of resistors with resistances less than 90 Ω is given by the integral of the probability density function f(x) from 80 to 90, which is 0.125.
(b) The mean resistance is given by the following formula:
Mean Resistance = [tex]∫x·f(x)dx[/tex]
Substituting the given equation for f(x) into this formula and integrating, we get the mean resistance to be 85 Ω.
(c) The standard deviation of the resistances is given by the following formula:
Standard Deviation = [tex]√∫(x−Mean Resistance)2·f(x)dx[/tex]
Substituting the given equation for f(x) and the mean resistance into this formula and integrating, we get the standard deviation of the resistances to be 8.66 Ω.
(d) The cumulative distribution function of the resistances is given by the following formula:
[tex]CDF(x) = ∫f(x)dx[/tex]
Substituting the given equation for f(x) into this formula and integrating, we get the cumulative distribution function to be [tex]1/800x2−80x[/tex] (where x is the resistance).
The proportion of resistors with resistances less than 90 Ω is 0.125, the mean resistance is 85 Ω, the standard deviation of the resistances is 8.66 Ω, and the cumulative distribution function of the resistances is [tex]1/800x2−80x[/tex].
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