Answer:
Number of the squares on chessboard = 64
Exponent form = [tex]8^{2}[/tex]
Step-by-step explanation:
8 x 8 = 64
exponent form of of the chessboard
= [tex]8^{2}[/tex]
Make p the subjet in 2/r+1/p=1/q
well, let's notice the denominators, hmmm so we can use as the LCD say the expression of "rpq", so, let's multiply both sides by the LCD of "rpq" to do away with the denominators.
[tex]\cfrac{2}{r}+\cfrac{1}{p}=\cfrac{1}{q}\implies \stackrel{\textit{multiplying both sides by } ~~ \stackrel{LCD}{rpq}}{rpq\left( \cfrac{2}{r}+\cfrac{1}{p} \right)=rpq\left( \cfrac{1}{q} \right)}\implies 2pq+1rq=1rp \\\\\\ 2pq+rq=rp\implies rq=rp-2pq\implies rq=\stackrel{\textit{common factoring}}{p(r-2q)}\implies \cfrac{rq}{r-2q}=p[/tex]
Solve for all values of xx by factoring.
x^{2}+5x-3= −4x−3
Answer:
x=0, x= -9
Step-by-step explanation:
First we simplify the equation into the form
ax^{2}+bx+c=0
By adding 4x+3 on both sides, we form the equation
x^{2}+9x=0
Now, we factor out the common factor: x.
x(x+9)=0
The only values that allow x(x+9) to be equal to 0 are:
x=0 or
x+9=0
The solutions are x=0 or x= -9
The following are the distances (in miles) to the nearest airport for 11 families. 9, 11, 11, 16, 16, 24, 28, 30, 34, 42, 45 Notice that the numbers are ordered from least to greatest. Give the five-number summary and the interquartile range for the data set. Five-number summary
Minimum:
Lower quartile:
Median:
Upper quartile:
Maximum:
Interquartile range:
The summary of the given data is are as follows :-
Minimum: 11
Lower quartile:11
Median:24
Upper quartile:34
Maximum:45
Interquartile range:23
Given :- 9, 11, 11, 16, 16, 24, 28, 30, 34, 42, 45
Minimum = The smallest number of data
Thus Minimum = 11
Maximum = The largest number of data
Thus Maximum = 45
Median = The middle number of the data if data consists of odd number of elements
Thus Median = 45
Lower quartile = The median of the lower half of data
Thus Lower quartile = 11
Upper quartile = The median of the upper half of data
Thus Upper Quartile = 34
Interquartile range = The difference of upper and lower quartiles,
Thus Interquartile range = 34 -11 = 23
Learn more about Statistics here :
https://brainly.com/question/15642066
#SPJ1
What is the Y-Intercept of the line that has a slope of -4 and passes through the point (4,-6)
Answer:
Y-intercept = 22
Step-by-step explanation:
The equation of a line in slope-intercept format is given by the equation y=mx+c
where m is the slope and c the y-intercept.
(The y-intercept is the value of y when x = 0)
Slope given as -4
And we know it passes through the point(4,6) ie at x=4, y =6
Substitute in above equation to get value of c, the y-intercept
6 = -4(4) + c
6 = -16 + c
c = 22
And this is the y-intercept
The equation of the line is y = -4x + 22
See attached figure for graph
please help me i'll rank u brainliest
what is a real world example of a rational function, and how could you graph it and put it in a table?
A rhombus is a four-sided figure with all sides the same length.
Points F(22, 22), G(22, 3), and H(2, 6) are three vertices of
rhombus FGHJ. Vertex J is directly below vertex H.
a. Graph rhombus FGHJ. Label J with its coordinates.
b. What is the perimeter of the rhombus? Show your work.
The perimeter of the rhombus FGHJ is 20 units
How to graph the rhombusThe coordinates are given as:
F = (-2, -2)
G = (-2, 3)
H = (2, 6)
From the question, we understand that vertex J is directly below vertex H.
This means that vertices H and J have the same x coordinate.
So, we have
J = (2, y)
The distance between F and G is 5 units,
So, we have
J = (2, y - 5)
Where
y = 6 i.e. the y coordinate of H
This gives
J = (2, 6 - 5)
Evaluate
J = (2, 1)
See attachment for the graph of the rhombus
The perimeterIn (a), we have:
The distance between F and G is 5 units,
This means that
FG = 5
The side lengths of a rhombus are equal.
So, the perimeter is
P = 4 * FG
This gives
P =4 * 5
Evaluate
P = 20
Hence, the perimeter of the rhombus is 20 units
Read more about rhombus at:
https://brainly.com/question/26154016
#SPJ1
A system of linear equations is shown below, where A and B are real numbers.
3x + 4y = A
Bx – 6y = 15
What values could A and B be for this system to have no solutions?
Answer:
A = 0; B = -9/2
Step-by-step explanation:
To have no solutions, you need parallel lines with equal slopes and different y-intercepts.
3x + 4y = A Eq. 1
Bx - 6y = 15 Eq. 2
In Eq. 1, notice that the coefficient of x is 3/4 of the coefficient of y.
We must have the same ratio for the coefficients in Eq. 2.
B/(-6) = 3/4
4B = -6(3)
4B = -18
B = -9/2
Now we have
3x + 4y = A Eq. 1
-9/2 x - 6y = 15 Eq. 2
How do we change the left side of the second equation into the left side of the first equation? -6/4 = -3/2 and also -9/2 ÷ 3 = -3/2
To change the left side of the second equation into the left side of the first equation, divide the left side by -3/2.
If we divide 15 by -3/2 we get -10.
The equation -9/2 x - 6y = -10 is the same as Eq. 1, so that would create a system of equations with only one equation and an infinite number of answers.
To have no equations, the y-intercepts must be different, so A can be any number other that -10.
Answer: A = 0; B = -9/2
PLEASE ANSWER QUICKLY
Answer:
f(x) = 5x - 5
Step-by-step explanation:
f(x) = 5x - 5 is a linear equation as it has no power.
Quick algebra 1 question for 10 points!
Only answer if you know the answer, quick shout-out to tariqareesha2 and MrBrainly, tysm for the help!
Use hit and trial method
Answer is (-1,4)
Verification
Put x and. y
5(-1)+3(4)=-5+12=-73(-1)-5(4)=-3-20=-23VerifiedOption A
ABCD is an isosceles trapezium. Prove that: (1) (2) (3) AC=BD BE = CE AE = DE
is there a picture included in this problem? if so please comment it so i can answer this problem.
A pizza has a diameter of 18 inches. If the pizza is
cut into 10 equal slices and 6 slices were eaten,
what is the area of the remaining pizza?
Answer:
25
Step-by-step explanation:
Canceling units is also called: a. changing the value c. multiplication b. unit analysis d. making connections
Canceling units is also called unit analysis.
This is also called dimensional analysis.
What is a unit of analysis in statistics?
The unit of analysis is the entity that you're analyzing. It's called this because it's your analysis (what you want to examine) that determines what this unit is, rather than the data itself.Because it is the analysis you do in your study that determines what the unit is. For instance, if you are comparing the children in two classrooms on achievement test scores, the unit is the individual child because you have a score for each child.For example -
1 ft = 12 in
3 ft = [tex]3 ft * \frac{12 in }{1 ft}[/tex]
3 ft = ( 3 * 12 ) in ⇒ 36 in
Learn more about unit analysis
brainly.com/question/15579410
#SPJ4
Emily invests $x at a rate of 3% per year simple interest. After 5 years she has $20.10 interest. I Find the value of x.
The equation be 20.10 = X × 3 × 5/100 then, the value of X = 134.
How to find the value of x?To estimate the value of x, bring the variable to the left side and bring all the remaining values to the right side. Simplify the values to estimate the result.
The formula for Simple Interest exists PTR/100,
where, P = Principal
T = Time period in years
R = Rate of interest per annum.
Simple interest = PTR / 100
20.10 = X × 3 × 5/100
simplifying the above equation, we get
20.10 = 15X / 100
15X = 20.10 × 100 = 2010
X = 2010/15 = 134
X = 134.
Therefore, the value of X exists at 134.
To learn more about the value of X refer to:
brainly.com/question/12862290
#SPJ9
Find the midpoint of TU given the endpoints T(21.8, 9.3) and U(7.6, 1.7)
Answer:
Step-by-step explanation:
Remember the midpoint formula:
[tex](\frac{x2+x1}{2},\frac{y2+y1}{2} )\\[/tex]
Substitute in your values
[tex](\frac{7.6+21.8}{2},\frac{1.7+9.3}{2} )\\[/tex]
Solve
[tex](\frac{29.4}{2},\frac{11}{2} )\\(14.7,5.5)\\[/tex]
Answer: (14.7,5.5)
Step-by-step explanation: I got it right on the test...
Satia drives for 4 hours from a to b. angelique drives at half the speed of safia. find how many hours angelique takes to drive from a to b
Angelique takes 8 hours to drive from a to b.
What is the concept of speed, distance and time?How quickly something or someone is moving is indicated by their speed. If you know how far something travels and how long it takes, you can calculate their average speed. Speed equals distance x times time, according to the speed formula. Knowing the units for distance and time will help you determine what the units are for speed.
According to given Information:let us assume distance from a to b be x units.
let us assume speed of vehicle be y units/hour.
For case -1For Satia, speed=y units time=4 hours we know the formula of distance is:
distance=speed × time distance=(y× 4) units -------------------(1)
For case - 2Angelique :speed=y / 2 units time=?
We know the formula of distance is:
Distance=speed × time distance=(y/2)× time -------------------(2)
We can see that distance in both cases is equal,
So compare case (1) ad (2) ,
We get (y× 4)=(y/2)× time
On rearranging ,
Time= (4×2) hours=8 hours
hence,
Angelique takes 8 hours to cover the distance from a to b.
learn more about Distance Speed and Time visit:
https://brainly.com/question/22826778
#SPJ4
PLEASE HELP ASAP
18. A surveyor intends to create a bridge across a river. There is a tall tree on the other side of the river. He
measures a line down his side of the river for 125 feet. At each side of this line he uses his surveying
equipment to measure the angle to the tree on the other side of the river. At the beginning of the line, the
angle to the tree was 65°10', at the end of the line the angle to the tree is 60°10'. If he wants the bridge to go
from where he started his line to the tree, then how long will the bridge be?
The 125 feet long line and the angles 65°10', and 60°10' obtained from the surveying equipment gives the length of the bridge as approximately 1234.2 feet.
Which rule can be used to find the length of the bridge?Given;
Location of the tree = The other side of the river from the surveyor
Length of the line measured along the river, L = 125 feet
Angle to the tree from the start of the line = 65°10'
1° = 60'
10' = ((1/60)×10)° = (1/6)°
65°10' = (65 + 10/60)° = (65 + 1/6)°
Angle measured at the end of the line, E = 60°10'
Similarly;
E = 60°10' = (60 + 1/6)°
The interior angle, S, of the triangle formed by the tree and the line, at the start of the line is therefore;
Angle S = 180° - (65 + 1/6)° = (114+5/6)° (linear pair angles)
S = (114+5/6)°
From the angle sum property of a triangle, angle formed at the tree, T, is therefore;
T = 180° - ((114+5/6)° + (60 + 1/6)°) = 5°
According to the rule of sines, we have;
l/(sin T) = b/(sin E)
Where;
b = The length of the bridge
Which gives;
124/(sin 5°) = b/(sin (60 + 1/6)°)
b = (sin (60 + 1/6)°) × (124/(sin 5°)) ≈ 1234.2
The length of the bridge, b ≈ 1234.2 feetLearn more about the rule of sines here:
https://brainly.com/question/4372174
#SPJ1
Write an equation of the line that passes through the point (5, -8) with slope 5
[tex]\Large\texttt{Answer}[/tex]
[tex]equation=[/tex][tex]\bold{y=5x-33}[/tex]
[tex]\overline{\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad}[/tex]
[tex]\Large\texttt{Process}[/tex]
⇨ Use the formula below
[tex]\bf{y-\hfill\stackrel{y \:co-ordinate}{y1}=\hfill\stackrel{slope}{m}(x-\hfill\stackrel{x\:co-ordinate}{x1)}}[/tex]
⇨ Substitute the parameters:
[tex]\bold{y-(-8)=5(x-5)}[/tex]
[tex]\bold{y+8=5x-25}[/tex]
[tex]\bold{y=5x-33}[/tex]
Hope that helped
b. Write an expression equivalent to m+m+m+m that is a sum of two terms.
Type your answer in the box below.
Answer: I believe it is 4m
Step-by-step explanation:
m+m+m+m would be equivalent to 4m which is 4 times m
Step-by-step explanation:
It's like you're adding 1+1+1+1 which equals 4 so that's what I think
If a consumer purchases a combination of commodities x and y such that mux/px = 30 and muy/py = 40, to maximize utility, the consumers should buy.
If [tex]MU_{x}/P_{x}[/tex]=30 and [tex]MU_{y} /P_{y}[/tex]=40 then the consumer should buy the commodity y to maximise utility.
Given that [tex]MU_{x}/P_{x}[/tex]=30 and [tex]MU_{y} /P_{y}[/tex]=40 of commodities x and y.
Marginal utility is the additional utility that a consumer gets from consuming additional units of commodity. For maximising the utility of the consumer,the ratio of marginal utilities must be equal to the ratio of the products.
There can be two situations in our case:
Because [tex]MU_{x}/P_{x}[/tex]<[tex]MU_{y} /P_{y}[/tex]
So to equalise the ratio we need to reduce [tex]MU_{y} /P_{y}[/tex]. To reduce the utility of y the consumer needs to increase the consumption of y because as the consumption of commodity y increase it decreases the utility of commodity y.
Hence if [tex]MU_{x}/P_{x}[/tex]=30 and [tex]MU_{y} /P_{y}[/tex]=40 then the consumer should buy the commodity y to maximise utility.
Learn more about utility at https://brainly.com/question/24922430
#SPJ4
The radius of Circle B is 4 centimeters and the
circumference of Circle A is 20 centimeters. Find CD.
[tex]CD=14.37cm.[/tex]
What is a Circle?A circle is made up of all points in the same plane that are equidistant from one another. Only the bordering points make up the circle.The following are a few examples of circles in daily life: the bicycle's wheel. Dinner dish. Coin.A circle is a particular type of ellipse in mathematics or geometry where the eccentricity is zero and the two foci are congruent. A circle is also the location of points evenly spaced apart from the center. The radius of a circle is measured from the center to the edge.Thales is thought to have developed the first circle-related theorems around 650 BC. The features of circles and issues with inscribing and describing polygons are covered in Book III of Euclid's Elements. Finding a square with the same area as a given circle was one of the issues in Greek mathematics.Find CD:
Let,
[tex]r_{1}[/tex] be a radius of Circle A
[tex]r_{2}[/tex] be a radius of Circle B
Given:
[tex]r=4cm.[/tex]
Circumference: [tex]2\pi r[/tex]
[tex]2\pi r_{1} =20[/tex]
[tex]r_{1} =\frac{10}{\pi }[/tex]
[tex]CD=D_{1} +D_{2}[/tex]
[tex]=2r_{1} +2rx_{2}[/tex]
[tex]=2*(\frac{10}{\pi } )+2*4[/tex]
[tex]CD=14.37cm.[/tex]
To learn more about the circle, refer to:
brainly.com/question/26594685
#SPJ9
Point D is located at 4. Point E is 6 less than Point D. Where is E located?
Answer:
-2
Step-by-step explanation:
<________|____|___-2___|___0___|____|____|____4________>
E D
The Point E is located at -2.
Given that Point D is located at 4. Point E is 6 less than Point D.
We need to find the location of the point E.
Based on the information provided, Point D is located at 4. Now, we know that Point E is 6 less than Point D.
When we say, "less than," it means we need to subtract the given value from Point D to find the location of Point E.
If Point D is located at 4, and Point E is 6 less than Point D, then the location of Point E can be calculated as follows:
E = D - 6
Since D is 4, we can substitute that value into the equation:
E = 4 - 6
E = -2
So, Point E is located at -2.
Learn more about Points click;
https://brainly.com/question/32083389
#SPJ7
20 points please help!!!!!
Answer:
a) Class A has the larger interquartile range.
b) Class A has the highest test score.
c) Class B has higher median test score.
d) Class B has smaller range of test score.
Step-by-step explanation:
a) Inter quartile range (IQR) = upper quartile - lower quartile
Class A: IQR = 79 - 65 = 14
Class B: IQR = 77 - 70 = 7
Class A has larger interquartile range.
b) Class A has the highest test score.
c) Median of class A = 70
Median of class B = 74
Class B has higher median test score.
d) Range is the difference between the highest and lowest score.
Range = highest score - lowest score
Range of Class A = 85 - 62 = 23
Range of class B = 79 - 68 = 11
Class B has smaller range of test score.
On the day after my birthday this year, I can truthfully say: "The day after tomoroow is Monday". ON which day is my birthday?
Answer:
Saturday
Step-by-step explanation:
2 days before (starting from Monday) is Saturday
If you have 6 lessons a week in mathematics, each lesson being 38 minutes long, what is the total time spent in mathematics lessons in a ten week term?
Answer:
2280 minutes.
Step-by-step explanation:
Time spent each week in lessons = (Lessons per week)(Time per lesson)
= (6)(38)
= 228 minutes/week
Time spent in a 10-week period:
10 weeks * 228 minutes/week
= 2280 minutes
Use conversion factors to determine the time in the desired units (i.e. Hours, seconds, etc.).
Hope this helps!
(1+sinA)2 -(1-sinA)2=4sinA
Expand the binomials.
[tex](x+y)^2 - (x-y)^2 = (x^2 + 2xy + y^2) - (x^2 - 2xy + y^2) = 4xy[/tex]
Now let [tex]x=1[/tex] and [tex]y=\sin(A)[/tex].
What is the probability that a five-card poker hand contains the two of diamonds and the three of spades?.
Answer:
1/311875200.
There is exactly 1 way to have all 5 of these cards. For the first card, there are 52 total cards to be had; for the second, 51; for the third, 50; for the fourth, 49; and for the fifth, 48:
(1/52)(1/51)(1/50)(1/49)(1/48) = 1/311875200.
Step-by-step explanation:
PROBLEMS TO SOLVE
Solve the following problems IN PENCIL. You must show ALL WORK. Make sure graphs
have Titles and are properly labeled WITH UNITS:
1. Graph the following sample data set showing the distance covered by a runner
during an 800 meter race.
A graph for the data (time and distance) shown in the given table is plotted in the image attached below.
What is a graph?A graph can be defined as a type of chart that's commonly used to graphically represent data on both the horizontal and vertical lines of a cartesian coordinate, which are the x-axis and y-axis.
What is a linear function?A linear function can be defined as a type of function whose equation is graphically represented by a straight line on the cartesian coordinate.
This ultimately implies that, the data of a linear graph are directly proportional and as such as the value on the x-axis increases or decreases, the values on the y-axis also increases or decreases.
In this exercise, you're required to plot a graph for the data (time and distance) that are recorded for an object that is starting from rest.
By critically observing the graph (see attachment) which models the data in the given table, we can infer and logically deduce that the linear function is given by:
y = 67.814x
Read more on graphs here: brainly.com/question/25875680
#SPJ1
Solve the que in the given picture!
Answer:
a) 20
Step-by-step explanation:
when we have an exponent of an exponent, we simply multiply them for the overall exponent.
so, we actually have
a^((1/4)×12) × b^((1/3)×12) = a³b⁴ = 5000
let's find the prime factors of 5000 :
5000 ÷ 2 = 2500
2500 ÷ 2 = 1250
1250 ÷ 2 = 625
625 ÷ 3 no
625 ÷ 5 = 125
125 ÷ 5 = 25
25 ÷ 5 = 5
5 ÷ 5 = 1
so,
5000 = 2³ × 5⁴
so, a = 2, b = 5
a²b = 2²×5 = 4×5 = 20
what is 155x60cm into square inches
Answer:
1441.503 square inches
Step-by-step explanation:
155×60cm=9300square centimeter
9300 divide 6.452 to change to square inches.
Ans=1441.503
Answer:
64.58 sq.in
Step-by-step explanation:
Please help me
Prove the following identity. Include a complete proof in proper form
1/1-sin x-1/1+sin x=2 tan x/COS X
By using algebra properties and trigonometric formulas we find that the trigonometric expression [tex]\frac{1}{1 - \sin x} - \frac{1}{1 + \sin x}[/tex] is equivalent to the trigonometric expression [tex]\frac{2\cdot \tan x}{\cos x}[/tex].
How to prove a trigonometric equivalence by algebraic and trigonometric proceduresIn this question we have trigonometric expression whose equivalence to another expression has to be proved by using algebra properties and trigonometric formulas, including the fundamental trigonometric formula, that is, cos² x + sin² x = 1. Now we present in detail all steps to prove the equivalence:
[tex]\frac{1}{1 - \sin x} - \frac{1}{1 + \sin x}[/tex] Given.
[tex]\frac{1 + \sin x - 1 + \sin x}{1 - \sin^{2}x}[/tex] Subtraction between fractions with different denominator / (- 1) · a = - a.
[tex]\frac{2\cdot \sin x}{\cos^{2}x}[/tex] Definitions of addition and subtraction / Fundamental trigonometric formula (cos² x + sin² x = 1)
[tex]\frac{2\cdot \tan x}{\cos x}[/tex] Definition of tangent / Result
By using algebra properties and trigonometric formulas we conclude that the trigonometric expression [tex]\frac{1}{1 - \sin x} - \frac{1}{1 + \sin x}[/tex] is equal to the trigonometric expression [tex]\frac{2\cdot \tan x}{\cos x}[/tex]. Hence, the former expression is equivalent to the latter one.
To learn more on trigonometric equations: https://brainly.com/question/10083069
#SPJ1