Answer:
0.2 amps
Step-by-step explanation:
Given data
The formula V=IR is the formula for ohms law
Which state that the voltage is directly proportional to the current and the resistance in an electric circuit
Now
R= 15 ohms
V= 3volts
V= IR
3= I*15
I= 3/15
I= 0.2 amps
Hence he current flowing is 0.2 amps
Consider the following graph:
What is the limit as it is approaching -1 from the right, what is the limit?
Answer:
The limit is 0, and the answer is given by option E.
Step-by-step explanation:
Limit to the right:
The limit of a function approacing a value of x to the right is given by the value of the function quite close to the point, looking to the right.
In this question:
Approacing by the right(x quite close, but more than -1, that is, -0.9999...), y tends to 0, so the limit is 0, and the answer is given by option E.
Which of these strategies would eliminate a variable in the system of equations?
-7x + 2y = 5
3x - 5y = -5
A. Add the equations
B. Multiply the top equation by 3, multiply the bottom equation by 7, then add the equations.
C. Multiply the top equation by 5, multiply the bottom equation by 2, then add the equations.
Answer:
Step-by-step explanation:
A
At the end of a snowstorm, Jamal had 18 inches of snow on his lawn. The temperature then increased and the snow began to melt at a constant rate of 2.5 inches per hour. Assuming no more snow was falling, how much snow would Jamal have on his lawn 5 hours after the snow began to melt? How much snow would Jamal have on his lawn after tt hours of snow melting?
Answer:
Part 1)
5.5 inches.
Part 2)
[tex]y=-2.5t+18[/tex]
Step-by-step explanation:
We can write a linear equation to model the function.
Let y represent the inches of snow and let t represent the number of hours since the end of the snowstorm.
A linear equation is in the form:
[tex]y=mt+b[/tex]
Since there was 18 inches of snow in the beginning, our y-intercept or b is 18.
Since it melts at a constant rate of 2.5 inches per hour, our slope or m is -2.5.
Substitute:
[tex]y=-2.5t+18[/tex]
This equation models how much snow Jamal will have on his lawn after t hours of snow melting.
So, after five hours, t = 5. Substitute and evaluate:
[tex]y=-2.5(5)+18=5.5\text{ inches}[/tex]
After five hours, there will still be 5.5 inches of snow.
here we go it riddle time! READY??
whats starts off tall when young and shorter when older
(please dont report we r j trying to have some fun)
I would if someone could answer this :)
Given the inequalities y < 4 x - 6 and y < X - 6 graphed on the same coordinat
grid, which of the following coordinates gives a true statement?
A. (6,-2)
B. (-4,-2)
C. (-6,-2)
D. None of the above
The function h(x) is a transformation of the square root parent function,
f(x) = V2. What function is h(x)?
Answer:
[tex]h(x) = \sqrt{x+5}[/tex], option C.
Step-by-step explanation:
The parent function is [tex]f(x) = \sqrt{x}[/tex]
Function h:
Function h is function f shifted left 5 units.
Shifting a function f a units to the left is the same as finding [tex]f(x+a)[/tex]
Thus:
[tex]h(x) = f(x+5) = \sqrt{x+5}[/tex]
The function is [tex]h(x) = \sqrt{x+5}[/tex], and thus, the correct answer is given by option C.
Answer:
c
Step-by-step explanation:
Suppose you like to keep a jar of change on your desk. Currently, the jar contains the following: 22 Pennies 27 Dimes 9 Nickels 30 Quarters What is the probability that you reach into the jar and randomly grab a penny and then, without replacement, a dime
Answer:
[tex]P(Penny\ and\ Dime) = \frac{9}{116}[/tex]
Step-by-step explanation:
Given
[tex]Pennies = 22[/tex]
[tex]Dimes = 27[/tex]
[tex]Nickels = 9[/tex]
[tex]Quarters = 30[/tex]
Required
[tex]P(Penny\ and\ Dime)[/tex]
This is calculated as:
[tex]P(Penny\ and\ Dime) = P(Penny) * P(Dime)[/tex]
Since it is a selection without replacement, the computation is:
[tex]P(Penny\ and\ Dime) = \frac{Penny}{Total} * \frac{Dime}{Total-1}[/tex]
So, we have:
[tex]P(Penny\ and\ Dime) = \frac{22}{22+27+9+30} * \frac{Dime}{22+27+9+30-1}[/tex]
[tex]P(Penny\ and\ Dime) = \frac{22}{88} * \frac{27}{87}[/tex]
[tex]P(Penny\ and\ Dime) = \frac{1}{4} * \frac{9}{29}[/tex]
[tex]P(Penny\ and\ Dime) = \frac{9}{116}[/tex]
3x-6y-2z=-17
−6x+4y+5z=13
−3x−4y−3z=22
Answer:
1) x = -17 +6y + 2z/3
2) x= -13 - 4y - 5z/6
3) x= -22 +4y + 3z/3
Step-by-step explanation:
1) 3x-6y-2z=-17
3x- 6y -2z- (-6y -2z)= - 17 - ( 6y -2z )
3x=-17+6y+2z
3x/3= -17/3 +6y/3 + 2z/3
x = -17 +6y + 2z/3
2) −6x+4y+5z=13
-6x+4y+5z- ( 4y + 5z )= 13 - ( 4y + 5z )
-6x=13-4y-5z
-6x/-6= 13/-6 - 4y/-6 - 5z/-6
x= -13 - 4y - 5z/6
3) −3x−4y−3z=22
-3x=22+4y+3z
-3x/-3 = 22/-3 + 4y/-3 +3z/-3
x= -22 +4y + 3z/3
Please help meee! I'll make you brainliest or anything you want I swear! I'm desperate
Your neighbor is putting in a small square deck with side length x+4, as pictured below, where x is measured in feet. (x + 4) (x + 4) Part A Write a polymonial in standard form that represents the area of the deck Part B. Write an expression for the cost of the lumber for the top of the deck if the lumber costs $5 per square foot. Part C. If x = 3 feet what will be the cost of lumber for the top of the deck?
Please help meee! I'll make you brainliest or anything you want I swear! I'm desperate
6
Which expression is equivalent
Answer:
I thimk it is B
Step-by-step explanation:
Which of the following is true regarding the sequence graphed below?
an
35
30
25
• (5, 25)
20
15-
• (4. 16)
10 -
• (3,9)
5
• (2, 4)
1 2 3
4
5 6
7 8
9
n
The sequence is arithmetic because the terms have a common difference.
O The sequence is arithmetic because the terms do not have a common difference
Answer:
I think the answer is the sequence is arithmetic because the term have a common difference
The correct option is The sequence is not arithmetic because the terms do not have a common difference.
What is an arithmetic sequence?An arithmetic sequence is a sequence where each term increases by adding/subtracting some constant k.
This is in contrast to a geometric sequence where each term increases by dividing/multiplying some constant k called the common difference.
Given is graph, we need to conclude the true about the graph,
Finding the common difference,
4-1 = 3
9-4 = 5
16-9 = 7
25-16 = 9
Clearly from the set of values that are given in the graph we could observe that the function that is formed using these set of values is:
y=f(n)=n² where n=1,2,3,4,5,.....
That mean, the following sequence is not an arithmetic sequence as the common difference is different.
Hence, the correct option is The sequence is not arithmetic because the terms do not have a common difference.
Learn more about arithmetic sequence click;
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What is the answer plz?
Answer:
[tex]1\frac{9}{12}[/tex]
Step-by-step explanation:
Convert any whole numbers to improper fractions
[tex]\frac{9}{4}-\frac{3}{6}[/tex]
Find the LCM of the denominators and use multiplication to change the denominators to the LCM
[tex]\frac{27}{12}-\frac{6}{12}[/tex]
Subtract
[tex]\frac{21}{12}[/tex]
Simplify
[tex]1\frac{3}{4}[/tex]
[tex]1\frac{9}{12}[/tex] can be simplified to [tex]1\frac{3}{4}[/tex] so the answer is [tex]1\frac{9}{12}[/tex]
Find two consecutive integers whose sum is 901.
the answer is :
x+1 and x+2
Answer:
900+1=901
Step-by-step explanation:
hi will you assit me please? God bless you for helping students
Write a recursive formula for the following sequence:10, 5, 0, -5,... *
Answer:
decrease by 5
Step-by-step explanation:
n= 10
then in sequence,
n= n-5
Suponga que las calificaciones para el IQ (coeficiente de inteligencia) de una población adulta sigue una distribución aproximadamente normal, con una desviación estándar de 15 . Una muestra aleatoria de 25 adultos procedentes de esa población tiene un IQ medio de 105. Con base en estos datos, ¿es posible concluir que el IQ medio para la población es menor de 100? Utilice un nivel de significación de 0.01
Answer:
El p-value de lo teste es de 0.0475 > 0.01, o que implica que con base en estos datos, no es posible concluir que el IQ medio para la población es menor de 100.
Step-by-step explanation:
Teste que IQ medio para la población es menor de 100
En la hipótese nula, lo teste es se el IQ medio eres de al menos 100, o sea:
[tex]H_0: \mu \geq 100[/tex]
En la hipótese alternative, lo teste es se el IQ medio es menor de 100, o sea:
[tex]H_1: \mu < 100[/tex]
La estatistica de teste es:
[tex]z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]
En que X es el promedio de la muestra, [tex]\mu[/tex] es lo valor testado en la hipótese nula, [tex]\sigma[/tex] es la desviacion estandar y n es lo tamaño de la muestra.
100 testado en la hipótese nula:
Entonces [tex]\mu = 100[/tex]
Desviácion esstándar de 15: Una muestra aleatoria de 25 adultos procedentes de esa población tiene un IQ medio de 105.
Esto significa que [tex]\sigma = 15, n = 25, X = 105[/tex]
Estatisitica de teste:
[tex]z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]
[tex]z = \frac{105 - 100}{\frac{15}{\sqrt{25}}}[/tex]
[tex]z = 1.67[/tex]
P-value de lo teste e decisión:
El p-value de lo teste es la probabilidad de encontrar una amostra com média abajo de 105, que es 1 subtraído por el p-value de z = 1.67.
En la tabla-z, z = 1.67 tiene un p-value de 0.9525.
1 - 0.9525 = 0.0475
El p-value de lo teste es de 0.0475 > 0.01, o que implica que con base en estos datos, no es posible concluir que el IQ medio para la población es menor de 100.
Pls help this is urgent!!!
Answer:
1/2
Step-by-step explanation:
numbers taken = 1 to 40
multiples of 2 are = {2,4,6,8,10,12,14,16,18,20,22,24,26,28,30,32,34,36,38,40}
so there are 20 favourable outcomes.
probability = 20/40
=1/2
for multiples of 3
multiples = {3,6,9,12,15,18,21,24,27,30,33,36,39}
there are 13 favourable outcomes
probability = 13/40
since there is no 13/40 the answer should be the probability of multiples of 2 i.e 1/2
HELP ASAP PLS 10 points AND BRAINLEST
Answer:
ABC is congruent to EDC because m<3 = m<4 and m<1 = m<5
Step-by-step explanation:
m<3 and m<4 are vertical angles so they are congruent. m<1 and m<5 are alternate interior angles so they are also congruent.
Bradley was passing out fliers to different neighborhoods. There were 20 neighborhoods that he wanted to hit. If each neighborhood had 83 houses, how many fliers would Bradley need?
(PLEASE HELP ME I WILL GIVE BRAINLIEST)
Answer:
1660
Step-by-step explanation:
Do you think a friend would steal a led light controller after sleeping over cause I cannot find it?
Answer:
maybe u missplaced it somehow and it also would depend if you trust that person or not. some times that 'friend' can turn out to be fake but i don't mean it about ur friend. for now, u should just ask, there's no harm in that.
The probability distribution for a random variable x is given in the table X: -5,-3,-2,0,2,3 Probability: .17,.13,.33,.16,.11,.10 Find the probability that X <_-3
Answer:
0.3 probability that [tex]x \leq -3[/tex]
Step-by-step explanation:
The probability distribution is given in the table.
Probability that x <= -3
The values that are -3 or lower are -3 and -5. So
[tex]P(X \leq -3) = P(X = -3) + P(X = -5)[/tex]
From the table:
[tex]P(X = -3) = 0.13, P(X = -5) = 0.17[/tex]. So
[tex]P(X \leq -3) = P(X = -3) + P(X = -5) = 0.13 + 0.17 = 0.3[/tex]
0.3 probability that [tex]x \leq -3[/tex]
Answer:0.3
Step-by-step explanation:
Find the hypotenuse, c, of the triangle.
====================================
Work Shown:
a^2+b^2 = c^2 ... pythagorean theorem
c = sqrt(a^2+b^2)
c = sqrt(4^2+12^2)
c = 12.6491106406736
c = 12.65
Answer:
[tex]4 \sqrt{10} [/tex]Step-by-step explanation:
Given,
Height of the triangle = 4
Base of the triangle = 12
Therefore,
Hypotenuse of the triangle
[tex] {(base)}^{2} + {(height)}^{2} = {(hypotenuse)}^{2} [/tex]
[tex] = > {(12)}^{2} + {(4)}^{2} = {(hypotenuse)}^{2} [/tex]
[tex] = > {(hypotenuse)}^{2} = 144 + 16[/tex]
[tex] = > {(hypotenuse)}^{2} = 160[/tex]
[tex] = > hypotenuse = \sqrt{160} [/tex]
[tex] = > hupotenuse = \sqrt{5 \times 2 \times 2 \times 2 \times 2 \times 2} [/tex]
[tex] = > hypotenuse = 2 \times 2 \sqrt{5 \times 2} [/tex]
[tex] = > hypotenuse = 4 \sqrt{10} \: (ans)[/tex]
please helppppppppppppppp
Answer:
10 units
Step-by-step explanation:
Given that,
The area is modeled by the equation as follows :
[tex]A=-l^2-10l+300[/tex]
Where
l is the linear dimensions of the frame.
Put A = 100
So,
[tex]-l^2-10l+300=100\\\\-l^2-10l+200=0\\\\l=10,-20[/tex]
So, the linear dimension of the frame is equal to 10 units.
100° - y А (x+2) units Match the values based on parallelogram ABCD, shown in the figure. length of BC value of y mZDAB value of I 56 4 44 2
Answer:
BC = 4 units
Value fo y = 44
∠DAB = 56°
Value of x = 2
Step-by-step explanation:
100 - y = 12 + y (opposite angles of parallelogram are equal)
2y = 88
y = 44
Similarly,
6-x = x+2 (opposite sides of parallelogram are equal)
2x = 4
x = 2
From 1929 through the early 1930s, the prices of consumer goods actually decreased. Economists call this phenomenon deflation. The rate of deflation during this period was about 7% per year, meaning that prices decreased by 7% per year. To get a sense of what this rate would mean in the long run, let's suppose that this rate of deflation persisted over a period of 20 years.
What would be the cost after 20 years of an item that costs $100 initially? (Round your answer to the nearest cent.)
$
Answer:
23.42
Step-by-step explanation:
If something is decreasing by 7% we can mulitply it by (1-.07) or .93
so our formula is
100(.93)²⁰= 23.42388737
which rounds to 23.42
Using the exponential decline function ; the cost of the item after 20 years would be $23.42
Recall :
[tex] y = A(1 - r)^{t} [/tex] y = final amount A = initial price = $100Rate, r = 7% = 0.07Time, t = 20yearsSubstitute the values into the equation :
[tex] y = 100(1 - 0.07)^{20} [/tex]
[tex] y = 100(0.93)^{20} [/tex]
[tex] y = 100(0.23423887366)[/tex]
y = $23.42
Therefore, the cost of the item after 20 years is $23.42
Learn more : https://brainly.com/question/8317316
Find the equation of the line that has a slope of 7 and a y intercept of -10. Write you answer in the form of y = mx + b
Answer:
Step-by-step explanation:
y = mx + b is the slope-intercept form of a line where m is the number value of the slope and b is the number value of the y-intercept. Our slope is given as 7, therefore, m = 7 in our equation. Our y-intercept is given as -10; thus, b = -10. Filling that in gives us y = 7x - 10
SOMENE PLS PLS HELP IL GIVE OYU A KISS AND A COOKIE FI YOU HHELP E IM BEGGING
Answer:
B
Step-by-step explanation:
SOH CAH TOA
sin theta = opp/hyp
csc theta = hyp/opp
csc theta = 10/8 = 5/4
cos theta = adj/hyp
sec theta = hyp/adj
sec theta = 10/6 = 5/3
Answer: B
which values are solutions to the inequality below? Check all that apply. √x <7
A. -15
B. 48
C. 14
D. 2
E.51
F. No Solutions
Answer:
B,C,D
Step-by-step explanation:
Square both sides of the equation to get rid of the square root surrounding x.
sqrtX^2 = x and 7^2 = 7*7 = 49
x<49
And since we have a radical, we have to have non-negative solutions (the radical used in the equation actually only means the positive square root) meaning x>0
So which one of the choices is less than 49 and greater than 0?
B,C, and D are all less than 49, and greater than 0
Cheryl is making homemade fruit soda. She needs 14 pints of fruit juices and club soda for her recipe. How many cups of homemade fruit soda does Cheryl make?