18. Tom is trying to write as a decimal. He used long division and divided
until he got the quotient 0.0638297872, at which point he stopped. Since
the decimal doesn't seem to terminate or repeat he concluded that is
not rational. Do you agree or disagree? Why?

Answer:

2

Step-by-step explanation:

Answer:

2, D

Step-by-step explanation:

Not only is it not in a line it doesn't hit any points(it curves)

Answer:

10 x squared minus 4 y + 2 x squared minus y

Step-by-step explanation:

9x^2-2y+3x^2-3y

Collect like terms

9x^2+3x^2-2y-3y

=12x^2-5y

10 x squared minus 4 y + 2 x squared minus y

10x^2-4y+2x^2-y

Collect like terms

10x^2+2x^2-4y-y

=12x^2-5y

9x^2-2y+3x^2-3y is equivalent to

10x^2-4y+2x^2-y

Check all the options

6 x squared minus y + 6 x squared minus 5 y

6x^2-y+6x2-5y

12x^2-6y

6 x squared minus y + 3 x squared minus 4 y

6x^2-y+3x^2-4y

9x^2-5y

10 x squared minus 4 y + 2 x squared minus y

10x^2-4y+2x^2-y

12x^2-5y

11 x squared + 2 y + x squared minus 3 y

11x^2+2y+x^2-3y

12x^2-y

Answer:

C.) 12x squared- 2y- 3y

Step-by-step explanation:

i'm not 100 percent on this but it is the only logical answer, i will comment if i am right or not :) good luck luvs

Answers:

a = 1

b = 14

c = 65

===========================================================

Explanation:

Let's focus on the root x = -7+4i

Add 7 to both sides, then square both sides. Then get everything to one side so 0 is on the other side.

x = -7+4i

x+7 = 4i

(x+7)^2 = (4i)^2

(x+7)^2 = 16i^2

(x+7)^2 = 16(-1)

(x+7)^2 = -16

(x+7)^2+16 = 0

If you were to follow those steps for the other root -7-4i, then you should get the same result. Solving (x+7)^2+16 = 0 leads to the two complex roots -7+4i and -7-4i.

Expand out that expression to get it into standard form

(x+7)^2+16

(x+7)(x+7)+16

x^2+7x+7x+49+16

x^2+14x+65

The equation is now in y = ax^2+bx+c form

a = 1

b = 14

c = 65

If you were to plug those a,b,c values into the quadratic formula, you'll find that it leads to the two given roots -7+4i and -7-4i.

To determine the value of x, you have to apply the Thales theorem. Which states that the line segments determined by the parallel lines are at the same ratio, so that:

From this expression, you can determine the value of x. Multiply both sides f the equal sign by 28 to calculate the value of x:

The value of x is equal to 14

In the graph of the simple linear regression equation, the parameter ß1 is the slope of the true regression line.

The simple linear regression equation represents a linear relationship between a dependent variable and an independent variable. It can be written as y = ß0 + ß1x, where ß0 is the intercept and ß1 is the slope of the regression line.

The slope (ß1) determines the rate of change in the dependent variable (y) for each unit change in the independent variable (x). It represents the steepness or inclination of the regression line. The sign of ß1 indicates whether the line has a positive or negative slope, indicating the direction of the relationship between the variables.

Thus, in the context of the simple linear regression equation, the parameter ß1 is the slope of the true regression line.

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The line y = (-1/3)x + 5 is perpendicular to the line y = 3x + 2.

To determine which lines are perpendicular to the line y = 3x + 2, we need to find the negative reciprocal of the slope of the given line.

The equation y = 3x + 2 is in slope-intercept form, where the coefficient of x represents the slope of the line.

In this case, the slope is 3.

To find the negative reciprocal of 3, we first take the reciprocal, which is 1/3.

Then, we change the sign to get the negative reciprocal, which is -1/3.

So, any line with a slope of -1/3 will be perpendicular to the line y = 3x + 2.

Let's consider a few examples:

y = (-1/3)x + 5:

This line has a slope of -1/3, so it is perpendicular to y = 3x + 2.

y = 2x - 1:

This line has a slope of 2, which is not the negative reciprocal of 3. Therefore, it is not perpendicular to y = 3x + 2.

y = (-1/6)x + 4:

This line has a slope of -1/6, which is not the negative reciprocal of 3. Hence, it is not perpendicular to y = 3x + 2.

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The phrase "twelve less than the product of three and a number" can be translated into an algebraic expression 3x - 12. We can use this expression to find the value of the expression for a given value of x or to write and solve an equation involving this expression.

The phrase "twelve less than the product of three and a number" can be translated into an algebraic expression. To do this, we need to assign a variable to the unknown number and then use multiplication and subtraction to represent the given information.

Let x be the unknown number. The product of three and x is 3x. Twelve less than 3x is 3x - 12. Therefore, the algebraic expression for "twelve less than the product of three and a number" is 3x - 12. This expression represents a value that is 12 less than three times the number x.

For instance, if we know that a number is 7, we can use this expression to find the value of "twelve less than the product of three and 7."3x - 12 = 3(7) - 12= 21 - 12= 9Therefore, the value of "twelve less than the product of three and 7" is 9. We can also use this expression to write an equation and solve for x. For example, if we know that the value of "twelve less than the product of three and a number" is 33, we can write an equation:3x - 12 = 33Then, we can solve for x:3x = 33 + 123x = 45x = 15. Therefore, the unknown number is 15.

To summarize, the phrase "twelve less than the product of three and a number" can be translated into an algebraic expression 3x - 12. We can use this expression to find the value of the expression for a given value of x or to write and solve an equation involving this expression.

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Answer:

3.2

Step-by-step explanation:

Answer: 3.3

Step-by-step explanation: To find x(adjacent)we need to know the length of the opposite ,and to do so we use the dimensions of the larger triangle,let's say A.

So using SOHCAHTOA

Sin=opposite÷hypotenus . Meaning

Opposite =hypotenus×sin

=9×sin31°

=4.635... which is rounded to 4.64.

Finding x

From tan=opposite÷adjacent

adjacent=opposite÷tan

=4.64÷tan55°

=3.2489.... which is rounded to 3.3

Answer:

8 could be the answer of this but im not sure

At least 11 students must take the quiz to assure that at least two have exactly the same answers to all five questions.

Determining the minimum number of students required to guarantee that at least two students have the same answers to all five questions on a multiple choice quiz. Under the area of probability and combinatorics.

There are 4 possible answers for each of the 5 questions, so there are a total of \(4^5 = 1024\) possible sets of answers.

Let's consider the opposite scenario where no two students have exactly the same answers to all five questions. In this case, the first student can choose any of the 1024 possible sets of answers. The second student must choose a different set of answers from the first student, so there are 1023 possible sets of answers for the second student. Similarly, the third student must choose a different set of answers from the first two students, so there are 1022 possible sets of answers for the third student. Continuing in this way, the nth student has 1025-n possible sets of answers to choose from.

Therefore, the total number of possible sets of answers for n students is the product of the number of possible sets of answers for each student:

1024 × 1023 × 1022 × ... × (1025-n)

We want to find the minimum value of n such that this product is less than 1024, because that is the maximum number of sets of answers possible. That is, we want to solve the inequality:

1024 × 1023 × 1022 × ... × (1025-n) < 1024

To simplify this expression, notice that each term in the product is very close to 1024, which suggests that we can approximate the product as \(1024^n\). This approximation is valid when n is much smaller than 1024, which is the case here.

Using this approximation, we can rewrite the inequality as:

\(1024^n\)< 1024

Taking the logarithm base 2 of both sides, we get:

n < log2(1024) = 10

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Answer:

PV=20 QU=15 VS=26

Step-by-step explanation:

From what I understand, the line that crosses the centroid is normally separated into 3rds.

For example: QU is the full length, 3/3, and QV is 2/3 of QU. and VU is 1/3 of QU. If we know that QV is 10 then that means that 2/3 of that legment is 10.

10÷2=5

So, 5 would be 1/3 of QU. To find QU(3/3), you would need to multiply 5 by 3 which is 15.
Same thing applies for the other ones.

I hope this makes sense and helps you!

Step-by-step explanation:

When drawing the scale factor of 3, you times all the sides by 3. For example for A, the top line is 2 boxes, so when enlarged the top line will be 6 boxes, and you would do this for the whole shape. (I would recommend doing the diagonal last). Same principal for scale factor of 1/2, you would divided all the sides by 2. For example, for C, the bottom line is 6 boxes, after the enlargement it will be 3 boxes long.

Answer: $6.62

Step-by-step explanation:

This problem is very similar to the one I answered previously. We are given our p, r, and t.

p=6 ($6)

r=0.05 (5%)

t=2 (years)

With the given information, we can plug this into the equation:

B=p(1+r)^t

B=6(1+0.05)^2

B=6.615

Our final amount is $6.62.

Let me know if there are any problems.

Answer:

36.5

Step-by-step explanation:

Answer:

292 divided by 8 is 36.5

However, 8 divided by 292  is 0.02739726027

Step-by-step explanation:

We know this by dividing, plus if you want to double check answers, go ogle is always there for you!

Answer:

B) w^35

Step-by-step explanation:

you multiple the power of 5 by 7 to get 35

Answer: Im 100% sure its (B). w^35  yw

Answer:

1. positive infinity

2. negative infinity

Step-by-step explanation:

I just answered this question and got it right

Answer:

Step-by-step explanation:

The volume of the solid of revolution generated by revolving the region under the curve y = √x from x = 0 to x = 10 about the x-axis is approximately 1046.67 cubic units.

To find the volume of the solid of revolution, we can use the method of cylindrical shells. The volume of each cylindrical shell is given by the formula V = 2πrhΔx, where r is the radius of the shell, h is the height of the shell, and Δx is the width of the shell.

In this case, the radius of the shell is given by r = √x, and the height of the shell is h = y = √x. Since we are revolving the region about the x-axis, the width of each shell is Δx.

To find the volume, we integrate the formula V = 2π∫(√x)(√x)dx over the interval [0, 10].

Evaluating the integral, we get V = 2π∫(x)dx from 0 to 10.

Integrating, we have V = 2π[(x^2)/2] from 0 to 10.

Simplifying, V = π(10^2 - 0^2) = 100π.

Approximating π as 3.14159, we find V ≈ 314.159 cubic units.

Therefore, the volume of the solid of revolution generated by revolving the region under the curve y = √x from x = 0 to x = 10 about the x-axis is approximately 1046.67 cubic units.

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A
____
M = 10
5x10 = 50

so hmmm let's notice the denominators in each, so hmmm the 1st equation has an LCD of 6, so let's multiply both sides by that, and the 2nd equation has an LCD of 12, so let's multiply it by that to do away with the denominators, oddly enough, it gives us an elimination of a variable, so let's do so

\(\begin{array}{llll} \cfrac{1}{2}x-\cfrac{2}{3}y=6 \\\\\\ \cfrac{1}{4}x+\cfrac{1}{3}y=-1 \end{array}\hspace{5em} \begin{array}{llll} 6\left( \cfrac{1}{2}x-\cfrac{2}{3}y=6 \right) \\\\\\ 12\left( \cfrac{1}{4}x+\cfrac{1}{3}y=-1 \right) \end{array}\hspace{5em} \begin{array}{llll} ~~ 3x-4y&=36 \\\\\\\\\\ -3x-4y&=12\\\cline{1-2} ~\hfill -8y&=48 \end{array} \\\\[-0.35em] ~\dotfill\)

\(-8y=48\implies y=\cfrac{48}{-8}\implies y=-6 \\\\\\ \stackrel{\textit{substituting on the 1st equation}}{3x-4y=36}\implies 3x-4(-6)=36\implies 3x+24=36 \\\\\\ 3x=12\implies x=\cfrac{12}{3}\implies x=4 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill {\Large \begin{array}{llll} (4~~,~-6) \end{array}}~\hfill\)

The statement about f(x) and its translation, g(x), that is true is that: The asymptote of g(x) is the asymptote of f(x) shifted three units down.

When you translate a function, you are moving the function to another position on the graph without changing the shape of the graph. You can translate the graph of a function up or down or to the left or to the right. The asymptote of a function is a line that a curve approaches as the absolute value of the independent variable gets very large.The range of g(x) is {y | y > 0} and the range of f(x) is {y | y > –3} is not true because the range of f(x) is {y | y > –3} which means that the smallest value of y that the function can take is –3, whereas the range of g(x) is {y | y > 3} and the range of f(x) is {y | y > 0} is also not true because the range of g(x) is {y | y > 3} which means that the smallest value of y that the function can take is 3.

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Answer:

44:99 = 4:9

108:36 = 3:1

33:9 = 11:3

49:14 = 7;2

hope it helps

Answer:

c squared

Step-by-step explanation:

Answer:

C Squared

Step-by-step explanation:

Managers and other decision makers are urged to be creative during step 2, which involves the process of establishing numerous alternative goals.

Numerous indicates a big amount. Despite the fact that you only have two feet, the word "many" might be used to describe the limitless number of pairs of shoes you own. The terms choice, election, option, preference, and selection can also be used to describe alternatives.

The report contains many of errors. The book contains numerous examples of plagiarism. All around the country are his innumerable progeny.

The numerous awards that are hung on the walls serve as visual proof of his huge accomplishment. She has proven her worth on numerous occasions. Alternative and alternate are phrases that are essentially synonymous.

Both expressions, which date from the middle of the 16th century, provide possibilities in addition to those that are initially suggested: an alternative perspective or proposal.

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After calculating the questiοn, we get that the value οf 20% οf 75 is 15.

A value οr ratiο that may be stated as a fractiοn οf 100 is referred tο in mathematics as a percentage. Divide the number by the tοtal and multiply by 100 tο find the percent οf a given number. Therefοre, the percentage refers tο a pοrtiοn per hundred. Per 100 is what the wοrd percentage signifies. The letter "%" stands fοr it.

Percent changes applied sequentially dο nοt add up in the usual way. Fοr example, if the 10% increase in price cοnsidered earlier (οn the $200 item, raising its price tο $220) is fοllοwed by a 10% decrease in the price (a decrease οf $22), then the final price will be $198—nοt the οriginal price οf $200.

Here the given is,

=> 20% of 75

=> 20% \(\times\)75

=> \(\frac{20}{100}\times 75\)

=> 5\(\times 3\)

=> 15.

Hence the value of 20% of 75 is 15.

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Answer:

see explanation

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Given

2x + 5y = - 10 ( subtract 2x from both sides )

5y = - 2x - 10 ( divide the terms by 5 )

y = - \(\frac{2}{5}\) x - 2 ← in slope- intercept form

with slope m = - \(\frac{2}{5}\) and y- intercept c = - 2

A parabola's vertex form equation is as follows:

y = a(x - h)^2 + k, where (h, k) represents the vertex of the parabola.

To use a calculator to find the equation of a parabola in vertex form, you would typically need to know the coordinates of the vertex and at least one other point on the parabola.

Determine the vertex coordinates (h, k) of the parabola.

Identify at least one other point on the parabola (x, y).

Substitute the values of the vertex and the additional point into the equation y = a(x - h)^2 + k.

Solve the resulting equation for the value of 'a'.

Once you have the value of 'a', substitute it back into the equation to obtain the final equation of the parabola in vertex form.

Note: If you provide specific values for the vertex and an additional point, I can assist you in calculating the equation of the parabola in vertex form.

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Yes, this is true. Correlation between two variables, Y and X, can range from -1 to +1.

The correlation coefficient, ρYX, tells us the strength of the linear relationship between Y and X, and it ranges from -1 to +1. A correlation of -1 indicates a perfect negative linear relationship, while a correlation of +1 represents a perfect positive linear relationship. The value of 0 indicates that no relationship exists between the two variables.

The formula for covariance is Cov (Y, X) = σYX = E[(Y - μY)(X - μX)]. Therefore, the covariance between two variables also lies between -1 to +1. The covariance measures how two variables change with respect to each other. A positive covariance means that two variables are positively related, while a negative covariance indicates that two variables are inversely related. A zero covariance means that the two variables are independent of each other.

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Answer:

Multiply each side by -5 add 25 to each side

Step-by-step explanation:

- 1/5 (x - 25) = 7

Multiply each side by -5

(x - 25) = -35

add 25 to each side

x-25+25=-35+25

x=-10

Answer:

$200 : $40

(i divided 240 by 6 because there are six parts in the ratio, and got 40. 40*5=200 and the other 40 makes it 240 in the ratio of 5:1)

Step-by-step explanation:

Answer:

Alex : Burton

    5 : 1

5+1=6

240/6=40

5 times 40=200

1 times 40 =40

= 200:40                                                                                                                                                                                     this means alex gets $200 and burton gets $40

a) The brackets serve to indicate that the exponent applies to the entire quantity within the brackets.

b) The brackets serve to indicate that the exponent applies to the entire quantity within the brackets.

Exponents are mathematical notation used to indicate that a quantity is being multiplied by itself a certain number of times. The exponent is usually written as a superscript to the right of the base number.For example, in the expression 2³, the base number is 2 and the exponent is 3. This means that 2 is being multiplied by itself three times, resulting in a value of 8. Exponents can also be negative or fractional, indicating that the base number is being divided by itself a certain number of times.

In the given question,

a) The value of -42 is different from the value of (-4)². The brackets serve to indicate that the exponent applies to the entire quantity within the brackets.

b) The value of -23 is different from the value of (-2)³. The brackets serve to indicate that the exponent applies to the entire quantity within the brackets.

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