need help with number 19

Answer:

Step-by-step explanation:

We assume your intended attendance equation is ...

  A = -1.95x^3 +70.1x^2 -188x +2150

a. For x=0 (corresponding to 1985), the first three terms are 0, so we have ...

  A = 2150 . . . . the initial value of the function

__

b. For x=13 (corresponding to 1985) we have ...

  A = ((-1.95(13) +70.1)(13) -188)(13) +2150 = (44.75(13) -188)(13) +2150

  = 393.75(13) +2150 = 7268.75

Attendance in the year 1998 is modeled to be about 7269.

Answer:

The correct answer is -

1. 2 whole pizza

2. each boy pay for his pizza slices are -

Aaron - $2.80

Glenn - $1.40

James - $2.10,

Matt - $2.80 and

Trevor - $2.10

Step-by-step explanation:

According to the question, Aaron, Glenn, James, Matt, and Trevor are boys who ordered pizza as per their requirements.

Total slices ordered are -1/2 of pizza or 4 for Aaron, 2 for Glenn, 3 slices for James, 4 slices for Matt and 3 for Trevor,

= 4+2+3+4+3 = 16 slices

2 pizza means = 16 slices

total price = 70 cents*16

= $11.20

each boy pay for his pizza slices are -

Aaron - $2.80 - 4 slice

Glenn - $1.40 - 2

James - $2.10, -3

Matt - $2.80 - 4

Trevor - $2.10 -3

The given question is incomplete as the graph is missing.

But, considering a line graph, the following parameters can be represented on the x-axis and y-axis:

X-Axis                                                     Y-Axis

Year                                                         Population

Time                                                         Number of employees hired

Identical items purchased                      Total cost in dollars    

What does the blank observed line represent in each graph?  

The blank observed line represents the time. A line graph is basically used to connect the quantitative values over the different time intervals. The change in values over time is easier to estimate, by the help of the line graph. For example: in a graph showing the year on the x-axis and the population on the y-axis, the blank line represents the change in population over the years, the increase or decrease or the rate of change.  

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Answer:

x=28

Step-by-step explanation:

sum of all angles im a triangle = 180°

(2x+5) + (4x+10) + (x-31) = 180

7x=196

x=28

Answer:

x = 28°

Step-by-step explanation:

Sum of a triangle is equal to 180°. Firstly you need to form an equation. Add all the angles which equals to 180°.

2x + 5 + 4x + 10 + x - 31 = 180°

Now simply and find the value of x. Add all the x terms and whole numbers.

7x + 5 + 10 - 31 = 180°

7x + 15 - 31 = 180°

7x - 16 = 180°

7x = 180° + 16

7x = 196

x = 196 ÷ 7

x = 28°

So the angles are:

Angle A = 2x + 5

2 x 28 + 5 = 61°

Angle B = 4x + 10

4 x 28 + 10 = 122°

Angle C = x - 31

28 - 31 = -3°

Answer:

B or C

hope this helps :)

Answer:

Volume = 40

Step-by-step explanation:

Formula for Volume: Volume = w*h*l

Plug in the values: Volume = 5*4*2

Volume = 40

Our vertex has an x-coordinate of 0, so the axis of symmetry for our function is x = 0. Now, let's consider the zeros of our function. Graphically, the zeros of a function are the x-coordinates of the points where the function crosses the x-axis. This occurs where y = 0.

Answer:

Foci:   (-2.2, 7) and (-13.8, 7)

(nearest tenth)

Step-by-step explanation:

General equation of a hyperbola

\(\dfrac{(x-h)^2}{a^2}-\dfrac{(y-k)^2}{b^2}=1\)

Center:  (h, k)

Focal length equation:  a² + b² = c²

Foci:  (h ± c, k)

Given equation:

\(\dfrac{(x+8)^2}{9}-\dfrac{(y-7)^2}{25}=1\)

⇒ h = -8

⇒ k = 7

⇒ a² = 9

⇒ b² = 25

Focal length:

⇒ a² + b² = c²

⇒ 9 + 25 = c²

⇒ c = √34

Foci:  

⇒ (h ± c, k) = (-8 ± √34, 7)

                  = (-2.2, 7) and (-13.8, 7)

**Refer to the attached graph**

Asymptotes are in red

Foci are in blue

Answer:

6-2x=10

Step-by-step explanation:

6-2x=10 is the answer.

Six less than means 6-

Twice a number means 2 and the unknown value "x" or it can also be "y"(it can be any letter since it is an unknown value) but we usually use "x" in this case.

When we are given "twice a number" in a sentence it means that that number is unknown.

Less than twice a number means -2x

Less than thrice a number means -3x

So,

six less (6-)

than twice a number (2x)

is 10 (=10)

I know my explanation might be a little confusing sorry about that

Answer:

5.66

Step-by-step explanation:

c^2= a^2 plus b^2

c^2 = 16 plus 16

c^2 = 32

c = 5.6568

Using relations in a right triangle, the secant of angle θ is given by:

D. 5/4.

The relations in a right triangle are given as follows:

Using the Pythagorean Theorem, the hypotenuse of the triangle is given as follows:

h² = 9² + 12²

h = sqrt(9² + 12²)

h = 15.

The secant of an angle is 1 divided by the cosine, hence:

Which means that option D is correct.

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The formula for the linear function in the graph is f(x) = -2x + 4.

The graph is a data structure that is used to represent relationships between objects. It is composed of nodes (or vertices) that are connected by edges (or lines). Graphs can be used to represent many types of data, such as networks of people, roads, and even abstract concepts like language. Graphs are used in a variety of fields, such as computer science, mathematics, and sociology. They allow for efficient storage and retrieval of data, as well as efficient traversal of the data.

The graph shown below is a linear graph with a slope of -2 and a y-intercept of 4.

To find the formula for the linear function, we can use the slope-intercept form, which is y = mx + b. In this equation, m is the slope of the line and b is the y-intercept.

Therefore, the formula for the linear function in the graph is f(x) = -2x + 4.

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complete question:

Find a formula for the linear function depicted in the following graph.

f(x)=

The following function attempts to calculate the th triangular number. It will cause a RuntimeError due to infinite recursion.

The function attempts to calculate the nth triangular number by adding n to the result of tri(n-1), which in turn adds n-1 to the result of tri(n-2), and so on. This process will continue indefinitely unless a stopping condition is reached. However, the function does not have a stopping condition, so it will continue to call itself indefinitely, leading to a runtime error due to infinite recursion.

To fix this, the function should have a base case that stops the recursion when n is equal to 1 or 0, and returns 1 or 0, respectively. For example:

def tri(n):

if n == 0:

return 0

elif n == 1:

return 1

else:

return n + tri(n-1)

This will correctly calculate the nth triangular number using a recursive formula.

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Answer:

61 sales

Step-by-step explanation:

First find the increase

45 * 35%

45*.35

15.75

Add this to your sales

45+15.75

60.75

Since you cannot have part of a sale, round up

61 sales

Answer:

\(\frac{8}{x}\)

Step-by-step explanation:

what is the sum 3/x+9+5/x-9

\(\frac{3}{x} + 9 + \frac{5}{x} - 9 =\)     (add \(\frac{3}{x}\) and \(\frac{5}{x}\))

\(\frac{8}{x} + 9 - 9 =\)            (solve 9 - 9 = 0)

\(\frac{8}{x}\)                           ( your answer)

A set of numbers that can represent the side lengths, in centimeters, of a right triangle is any set that satisfies the Pythagorean theorem, where the square of the hypotenuse's length is equal to the sum of the squares of the other two sides.

A right triangle is a type of triangle that contains a 90-degree angle. According to the Pythagorean theorem, in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

Let's consider a set of numbers that could represent the side lengths of a right triangle in centimeters.

One possible set could be 3 cm, 4 cm, and 5 cm.

To verify if this set forms a right triangle, we can apply the Pythagorean theorem.

Squaring the length of the shortest side, 3 cm, gives us 9. Squaring the length of the other side, 4 cm, gives us 16.

Adding these two values together gives us 25.

Finally, squaring the length of the hypotenuse, 5 cm, also gives us 25. Since both values are equal, this set of side lengths satisfies the Pythagorean theorem, and hence forms a right triangle.

It's worth mentioning that the set of side lengths forming a right triangle is not limited to just 3 cm, 4 cm, and 5 cm.

There are infinitely many such sets that can be generated by using different combinations of positive integers that satisfy the Pythagorean theorem.

These sets are known as Pythagorean triples.

Some other examples include 5 cm, 12 cm, and 13 cm, or 8 cm, 15 cm, and 17 cm.

In summary, a right triangle can have various sets of side lengths in centimeters, as long as they satisfy the Pythagorean theorem, where the square of the hypotenuse's length is equal to the sum of the squares of the other two sides.

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Answer:

67

Step-by-step explanation:

42+90=132

180-132=48

<A=48

if u use the 113 that you got than

113+48=161

180-161=19

<B= 19

48+19=67

Given statement solution is :- Mathematical models are extremely valuable tools in various fields, including chemistry, biology, and physics. They offer several advantages: Simplification and abstraction, Prediction and simulation, Cost and time efficiency, Insight and understanding.

Mathematical models are extremely valuable tools in various fields, including chemistry, biology, and physics. They offer several advantages:

Simplification and abstraction: Mathematical models allow complex systems or processes to be represented using simplified mathematical equations or algorithms. This simplification helps in understanding the underlying principles and relationships of the system, making it easier to analyze and predict outcomes.

Prediction and simulation: Models enable scientists to make predictions about the behavior of a system under different conditions. They can simulate scenarios that are difficult or impossible to observe in the real world, allowing researchers to explore various hypotheses and make informed decisions.

Cost and time efficiency: Models can be used to explore different scenarios and test hypotheses in a relatively quick and cost-effective manner compared to conducting real-world experiments. They can help guide experimental design by providing insights into the most relevant variables and parameters.

Insight and understanding: Mathematical models often reveal underlying patterns and relationships that may not be immediately apparent from experimental data alone. They provide a framework for organizing and interpreting data, leading to a deeper understanding of the system being studied.

However, mathematical models also have limitations and potential disadvantages:

Simplifying assumptions: Models are based on assumptions and simplifications, which may not fully capture the complexity of the real-world system. If these assumptions are incorrect or oversimplified, the model's predictions may be inaccurate or misleading.

Uncertainty and error: Models are subject to uncertainties and errors stemming from the inherent variability of the system, limitations in data availability or quality, and simplifying assumptions. It is crucial to assess and communicate the uncertainties associated with model predictions.

Validation and verification: Models need to be validated and verified against experimental data to ensure their accuracy and reliability. This process requires rigorous testing and comparison to real-world observations, which can be challenging and time-consuming.

Mathematical models are closely linked to the fields of chemistry, biology, and physics, providing valuable insights and predictions in these disciplines. Here are some examples:

Chemistry: Mathematical models are used to study chemical reactions, reaction kinetics, and molecular dynamics. One example is the use of rate equations to model the kinetics of a chemical reaction, such as the reaction between reactants A and B to form product C.

Biology: Mathematical models play a crucial role in understanding biological systems, such as population dynamics, gene regulation, and the spread of infectious diseases. For instance, epidemiological models like the SIR (Susceptible-Infectious-Recovered) model are used to simulate and predict the spread of diseases within a population.

Physics: Mathematical models are fundamental in physics to describe physical phenomena and predict outcomes. One well-known example is Newton's laws of motion, which can be mathematically modeled to predict the motion of objects under the influence of forces.

Quantum mechanics: Mathematical models, such as Schrödinger's equation, are used to describe the behavior of particles at the quantum level, providing insights into atomic and molecular structures and the behavior of subatomic particles.

Fluid dynamics: Mathematical models, such as the Navier-Stokes equations, are employed to study the behavior of fluids, including airflow, water flow, and weather patterns.

These examples demonstrate the wide range of applications for mathematical models in understanding, predicting, and simulating various phenomena in the fields of chemistry, biology, and physics.

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Answer:

The volume is

\(24000 {mm}^{3} \)

Step-by-step explanation:

The formula to find the volume of a rectangle is

\(volume = length \times height \times width\)

By looking at the shape that was given we can see that is is made up of two rectangles. In order to find the volume we have to first find the length, height, and width of both of these rectangles and then add them together.

First we must note that the opposite sides of a rectangle are always equal; hence the first rectangle (the one that is lying side ways) would have a width of 10mm, a length of 60mm, and a height of 20mm. The 60mm and the 10mm can easily be seen however to find the 20mm (the height) we have to subtract 40 from 60. The 60 is the total height of the tallest rectangle hence to find the height of the small rectangle we must subtract the 40mm from the 60mm which is 20mm. 60 x 10 x 20 = 12,000

For the second rectangle (the one that is standing upright) we have to do the same and find the length, width and height. The height is 60mm, the width is 20mm and the length is 10mm. 60 x 10 x 20 =12,000

Therefore the volume is 24,000 mm^3

Answer:

In general, we already know how to solve problems in a right triangle using the concept of trigonometry. Meanwhile, as we also know that the type of triangle is not only a right triangle, but there are isosceles, equilateral, or even random triangles. The question is how to solve the problems that exist in these triangles It is known that there is an arbitrary triangle with sides a, b, and c. The angle formed in front of side a is called angle α, the angle formed in front of side b is called angle β, and the angle formed in front of side c is called angle γ = 5

Step-by-step explanation:

x" + 5x + 6 = 0

(x + 2)(x + 3) = 0

x + 2 = 0

x = -2

x + 3 = 0

x = -3

#semogamembantu

Answer:

ac=10+5=15

AB=24

BC=5+(24-10)=5+14=19

perimeter=ac+AB+BC=15+24+19=58.the side in a tangant are equal.

The interest is 16% compounded semi-annually, is Rs. 121,179.10.

To determine how much money needs to be deposited now to provide a payment of Rs. 15,000 at the end of each half year for 10 years, we will use the formula for the present value of an annuity.

Present value of an annuity = (Payment amount x (1 - (1 + r)^-n))/rWhere:r = interest rate per compounding periodn = number of compounding periodsPayment amount = Rs. 15,000n = 10 x 2 = 20 (since there are 2 half years in a year and the payments are made for 10 years)

So, we have:r = 16%/2 = 8% (since the interest is compounded semi-annually)Payment amount = Rs. 15,000Using the above formula, we can calculate the present value of the annuity as follows:

Present value of annuity = (15000 x (1 - (1 + 0.08)^-20))/0.08 = Rs. 121,179.10Therefore, the amount that needs to be deposited now to provide payment of Rs. 15,000 at the end of each half year for 10 years, if the interest is 16% compounded semi-annually, is Rs. 121,179.10.

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Answer:

3.63× 108, this is not a scientific notation.

It should be like this:

3.63×10^8

=3.63×1.00000000/ 3.63×1.E8

=3.63

Answer:363,000,000

Step-by-step explanation:

Answer:

15p2 - p - 28

Step-by-step explanation:

Answer:

y = -2/3 x - 13/3

Step-by-step explanation:

y = -2/3 x + 3/2

y = mx + b

m = -2/3

The slope of the given line is -2/3. Parallel lines have equal slopes, so our line also has slope -2/3.

m = -2/3

y = mx + b

y = -2/3 x + b

Substitute the given point for x and y and solve for b.

-7 = -2/3 (4) + b

-21/3 = -8/3 + b

b = -13/3

Answer: y = -2/3 x - 13/3

Answer:

n = m - a

Step-by-step explanation:

a = m - n

add n to both sides of the equation

a + n = m - n + n

a + n = m

subtract a from both sides of the equation

a - a + n = m - a

n = m - a

Answer:

n = a - m

Step-by-step explanation:

a = m - n

a - m = n

Group B has lower range.

Group A shows variability.

Mean is the best to make concussion about age of Salsa students.

Upon visual examination, it appears that Group A is likely to have a lower average age of music students compared to Group B.

This inference is supported by the observation that the majority of data points in Group B are concentrated around younger ages.

In contrast, Group A exhibits a more dispersed distribution of data points across a wider range of ages, including higher.

So, Group B has lower range.

and, Group A shows variability.

Lastly, Mean is the best to make concussion about age of Salsa students.

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