What is the solution to 3/2b + 5 < 17? Explain How.
(1) b < 8

(2) b > 8

(3) b < 18

(3) b > 18

Answer:

25

Step-by-step explanation:

Canceling units is also called unit analysis.

This is also called dimensional analysis.

What is a unit of analysis in statistics?

For example -

1 ft = 12 in

3 ft =  [tex]3 ft * \frac{12 in }{1 ft}[/tex]

3 ft = ( 3 * 12 )  in ⇒ 36 in

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Angelique takes 8 hours to drive from a to b.

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.

let us assume distance from a to b be x units.

let us assume speed of vehicle be y units/hour.

For Satia, speed=y units time=4 hours we know the formula of distance is:

     distance=speed × time distance=(y× 4) units               -------------------(1)

        Angelique :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.

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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

[tex]CD=14.37cm.[/tex]

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]

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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].

In 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.

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Answer:

Saturday

Step-by-step explanation:

2 days before (starting from Monday) is Saturday

The equation for the plane through the points p(0, 1, 1), q(1, 0, 1) and r(1, 1, 0) is x + y + z = 2

Given,

Three points :- p(0, 1, 1), q(1, 0, 1), r(1, 1, 0)

We can take this as ([tex](x_{1} ,y _{1}, z_{1} ), (x_{2}, y_{2}, z_{2}), (x_{3}, y_{3}, z_{3})[/tex] respectively.

Thus,

The equation for the plane through the points

Here,

The formula of equation of the plane passing through three non collinear points

[tex]x-x_{1} y-y_{1} z-z_{1} \\x_{2} -x_{1} y_{2} -y_{1} z_{2} -z_{1} = 0\\x_{3} -x_{2} y_{3} -y_{2} z_{3} -z_{2}[/tex]

by substituting the values in the formula of equation of the plane

x-0  y-1  z-1

1-0  0-1  1-1    = 0

1-0  1-1  0-1

x  y  z

1  -1  0   =  0

1  0  -1

x(1) - (y-1)(-1) - (z-1)(-1) = 0

x + y - 1 + z - 1 = 0

x + y + z + 2 = 0

x + y + z = 2

The equation of the plane through the points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0) is x + y + z = 2

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The equation of the plane through the three points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0) is x + y + z = 2

For given question,

We have been given three points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0)

We need to find an equation for the plane through the given three points.

We know that the equation of the plane through the points [tex](x_1,y_1,z_1),(x_2,y_2,z_2),(x_3,y_3,z_3)[/tex] is,

[tex]\begin{vmatrix}x-x_1 & y-y_1 & z-z_1\\x_2-x_1 & y_2-y_1 & z_2-z_1\\x_3-x_1 & y_3-y_1 & z_3-z_1\end{vmatrix}=0[/tex]

Assume that for given points,

[tex](x_1,y_1,z_1)=(0, 1, 1)\\\\(x_1,y_1,z_1)=(1, 0, 1)\\\\(x_1,y_1,z_1)=(1, 1, 0)[/tex]

So, the equation of the plane passing though given points would be,

[tex]\Rightarrow \begin{vmatrix}x-0 & y-1 & z-1\\1-0 & 0-1 & 1-1\\1-0 & 1-1 & 0-1\end{vmatrix}=0\\\\\\\Rightarrow \begin{vmatrix}x-0 & y-1 & z-1\\1 & -1 & 0\\1 & 0 & -1\end{vmatrix}=0\\\\\\\Rightarrow x(1-0)-(y-1)(-1-0)+(z-1)(1-0)=0\\\\\Rightarrow x+y-1+z-1=0\\\\\Rightarrow x+y+z=2[/tex]

Therefore, the equation of the plane through the three points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0) is x + y + z = 2

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Using proportions, it is found that Jada drinks more water than Elena, as her proportion is 3/2 of Elena's proportion.

A proportion is a fraction of a total amount, and the measures are related using a rule of three. Due to this, relations between variables, either direct or inverse proportional, can be built to find the desired measures in the problem.

Jada drank 3/4 the amount x that Elena drank, hence:

J = 3x/4.

Lin drank twice as much water as Jada, hence her proportion relative to Elena is given by:

L = 2J = 2 x 3x/4  = 6x/4 = 1.5x.

1.5x = 50% more than Elena.

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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...

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

is there a picture included in this problem? if so please comment it so i can answer this problem.

[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

During the Civil War, the North's heavy industrialization provided an advantage.

According to the information:

The distinct economic division between the northern and southern economies played a key role in the Union's Civil War victory. First, the vast capitalist industry was expanding, with a significant concentration of salaried labor, in full force, and on the verge of the Second Industrial Revolution (to which the development of new military technologies, such as battleships and the mass production of weapons, helped to the war. These northern bourgeois sectors were represented by the liberal nationalist new Republican Party, which worked to enact protectionist laws.

On the other hand, the south remained rooted in an economic structure that was adverse to the growth of capitalism (mechanization and hiring of workers were cheaper than the maintenance of slaves). To protect slavery would be the Democratic Party. This party, which had spearheaded the nation's significant southern expansion (pro-Mexican territorial annexation movement), now served as a proxy for the region's elites, who essentially favored the growth of the slave trade and unrestricted trade in manufactured products and raw resources.

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I understand that the question you are looking for is:

A resource comparison of the Union and Confederacy during the Civil War. The title is Comparing Resources. The data are as follows. For each category, the Union percentage is listed first, the Confederate percentage, second. Horses, 72, 28, Food Crops, 72, 28, Cotton, 1, 99, Prewar Exports, 30, 70, Soldiers, 67, 33, Firearm Production, 97, 3, Railroad Tracks, 71, 29, Factories, 86, 14, Bank Deposits, 81, 19, Total Population, 71, 29. Public domain Use the graph and your knowledge of U.S. history to answer the question. Which of these explains the differences in Union vs. Confederate firearm production during the Civil War? The North had a highly skilled labor force to make them. The North's heavy industrialization provided an advantage. The South had fewer men who were trained as metalworkers. The South's means of production were destroyed by General William Tecumseh Sherman.

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.

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A graph for the data (time and distance) shown in the given table is plotted in the image attached below.

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.

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

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Answer:

f(x) = 5x - 5

Step-by-step explanation:

f(x) = 5x - 5 is a linear equation as it has no power.

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].

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

The equation be 20.10 = X × 3 × 5/100 then, the value of X = 134.

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.

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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.

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

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The perimeter of the rhombus FGHJ is 20 units

The 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

In (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

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The surface area of the cylinder is 18.84 square feet

The given parameters are

Height, h = 2 ft

Diameter, d = 2 ft

The radius (r) is half of the diameter (d)

This is calculated as:

Radius = Diameter/2

So, we have:

r = d/2

Substitute 2 for d

r = 2/2

Evaluate the quotient i.e. divide 2 by 1

r = 1

The surface area is then calculated using the following formula

A = 2πr² + 2πrh

Substitute the given values in the above equation

So, we have:

A = 2 * 3.14 * 1^2 + 2 * 3.14 * 1 * 2

Evaluate the exponents

A = 2 * 3.14 * 1 + 2 * 3.14 * 1 * 2

Evaluate the products

A = 6.28 + 12.56

Evaluate the sum

A = 18.84

Hence, the surface area of the cylinder with the given height and radius is 18.84 square feet

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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.

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Use hit and trial method

Answer is (-1,4)

Verification

Put x and. y

Option A

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!

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]

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.