y'+y=y^2; y(0)=-1/3
Giải phương trình trên

Answer: 384 calories

Step-by-step explanation:

Answer:

7335

Step-by-step explanation:

Multiply the total mile trip by the percentage in decimal form (divided by 100)

85% / 100 = 0.85

For the 900 mile trip:

900 x 0.85 = 765

Riley flew 765 miles out of a total 900-mile trip.

So, the first 2 options are False

For a 1200 mile trip:

1200 x 0.85 = 1020

Riley flew 1020 miles out of total 1200 mile trip.

The correct answer is option A: "If x doesn't equal 3, then 2x + 5 doesn't equal 11."

More precisely, if f is a function that maps elements from a set A to elements in a set B, then the inverse function of f, denoted as f^(-1), is a function that maps elements in set B back to elements in set A.

The given statement is: "If x equals 3, then 2b + 5 equals 11."

Therefore, the correct answer is option A: "If x doesn't equal 3, then 2x + 5 doesn't equal 11."

The inverse function f^(-1) is defined such that f(f^(-1)(x)) = x for all x in B, and f^(-1)(f(x)) = x for all x in A. In other words, applying the inverse function to the output of the original function returns the input value.

The existence of an inverse function depends on the properties of the original function. For example, a function must be one-to-one (or injective) to have an inverse function, which means that each input maps to a unique output. If a function is not one-to-one, then its inverse function may not exist or may have limited domain and range.

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Answer:

13 ft

Step-by-step explanation:

Volume formula is = L x W x H

1144 = 11 x 8 x H

1144/88 = H

13 = H

Answer:

P = 0.309

Step-by-step explanation:

Answer:

let me calculate it

Step-by-step explanation:

and then i will tell you if i can answer it

The points b, c, and a contains 3 planes.

Here,

Given that;

The figure is shown.

We have to find number of planes contains points b, c and a.

What is Planes?

Plane is a flat, two-dimensional surface that extends infinitely far.

Now,

The point b contain planes ABGD, ABCL and BLD.

The point c contain planes ACG, ABLC and CGDL.

The point a contain planes ACLB, ABDG and ACG.

Hence, The points b, c, and a contains three planes.

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Answer:

24

Step-by-step explanation:

Answer:

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Answer:

Domain: \(-5\leq x\leq 4\)

Range: \(-5\leq y\leq 5\\\)

Function: yes

Step-by-step explanation:

Domain is all possible x values. In this function, domain would be: \(-5\leq x\leq 4\)

Range is all possible y values. In this function, range would be: \(-5\leq y\leq 5\)

This is a function because it passes the vertical line test.

Answer:

10) 1/11

11) 18/8 or 2 2/8 or 2 1/4

12) -8/5 or -1 3/5

Step-by-step explanation:

10) -6/11-(-5/11)=-6/11+(5/11)=1/11

11) 1 3/8-(-7/8)=11/8+7/8=18/8 or 2 2/8 or 2 1/4

12) -4/5-4/5=-8/5 or -1 3/5

The area and perimeter of the parallelogram are: 56 square units and 30 units respectively

In Euclidean geometry, a parallelogram is a simple (non-self-intersecting) quadrilateral with two pairs of parallel sides. The opposite or facing sides of a parallelogram are of equal length and the opposite angles of a parallelogram are of equal measure

The parameters that will help us do the math are

base = 7

height = 8

Area = 8*7 = 56 square units

perimeter 2b + 2h

perimeter = 2*7 + 2*8

= 14 +16

P = 30 units

Therefore, the perimeter of the parallelogram and area are 30 units and 56 square units

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The decision of which two homework assignments to complete depends on Mofor's individual circumstances and priorities.

If Mofor only has time to do two homework assignments out of the five subjects, he will need to choose which subjects to prioritize. The specific subjects he chooses to work on will depend on various factors such as his strengths, weaknesses, upcoming deadlines, and personal preferences. Here are a few strategies he could consider:

1. Prioritize based on importance: Mofor can prioritize the homework assignments that carry more weight in terms of grades or have upcoming deadlines. This way, he ensures that he completes the assignments that have a higher impact on his overall academic performance.

2. Focus on challenging subjects: If Mofor finds certain subjects more difficult or time-consuming, he can prioritize those assignments to allocate more time and effort to them. This approach allows him to concentrate on improving his understanding and performance in subjects that require extra attention.

3. Balance workload: Mofor can choose to distribute his efforts evenly across subjects, selecting two assignments from different subjects. This strategy ensures that he maintains a balanced workload and avoids neglecting any particular subject.

The decision of which two homework assignments to complete depends on Mofor's individual circumstances and priorities. It is essential for him to consider his academic goals, time constraints, and personal strengths to make an informed decision.

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The solution set for the inequality X + 300 < 450 is X∈ (-∞, 150) when X is less than 150.

It is defined as the expression in mathematics in which both sides are not equal they have mathematical signs either less than or greater than, known as inequality.

We have inequality:

X + 300 < 450

X <  450 - 300   (subtract 300 on both sides)

X <  150

X ∈ (-∞, 150)

Thus, the solution set for the inequality X + 300 < 450 is X∈ (-∞, 150) when X is less than 150.

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The simplified expression of the radical expression ∛135a¹³ is (135a¹³)¹/³

From the question, we have the following parameters that can be used in our computation:

A radical expression

The radical expression is given as

\sqrt[3]{135^{a13}}

Represent the expression properly

So, we have the following representation

∛135a¹³

Apply the exponent rule of indices

This gives

∛135a¹³ = (135a¹³)¹/³

135 and a¹³ are not perfect cube root expressions

This means that the expression cannot be further simplified

Hence, the solution is (135a¹³)¹/³

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Answer:

\(\displaystyle \int \sec\left(\frac{x}{2}\right)\tan^5\left(\frac{x}{2}\right)dx=\frac{2\sec^5\left(\dfrac{x}{2}\right)}{5}-\frac{4\sec^3\left(\dfrac{x}{2}\right)}{3}+2\sec\left(\frac{x}{2}\right)+C\)

Step-by-step explanation:

We want to find the integral:

\(\displaystyle \int \sec\left(\frac{x}{2}\right)\tan^5\left({\frac{x}{2}\right)dx\)

First, perform the substitution y = x / 2. This yields:

\(\displaystyle dy = \frac{1}{2} \, dx \Rightarrow dx = 2\, dy\)

Hence, the integral becomes;

\(\displaystyle =2\int \sec y\tan^5 y \, dy\)

Next, as you had done, let's expand the tangent term but to the fourth:

\(\displaystyle =2\int \sec y\tan^4 y\tan y\, dy\)

Recall that:

\(\tan^2(y)=\sec^2(y)-1\)

Hence:

\(\displaystyle =2\int \sec y(\sec^2 y-1)^2\tan y\, dy\)

We can use substitution once more. This time, let u = sec(y). Hence:

\(\displaystyle du = \sec y \tan y \, dy\)

Rewrite:

\(\displaystyle =2\int \left((\sec^2y-1)^2\right)\left(\sec y \tan y\right)dy\)

Therefore:

\(\displaystyle = 2\int (u^2 - 1)^2\, du\)

Expand:

\(\displaystyle =2\int u^4-2u^2+1\, du\)

Reverse Power Rule:

\(\displaystyle = 2\left(\frac{u^5}{5} - \frac{2u^3}{3} + u\right) + C\)

Simplify:

\(\displaystyle = \frac{2u^5}{5} - \frac{4u^3}{3} + 2u + C\)

Back-substitute:

\(\displaystyle = \frac{2\sec^5 y }{5}-\frac{4\sec^3 y}{3}+2\sec y+C\)

Back-substitute:

\(\displaystyle =\frac{2\sec^5\left(\dfrac{x}{2}\right)}{5}-\frac{4\sec^3\left(\dfrac{x}{2}\right)}{3}+2\sec \left(\frac{x}{2}\right)+C\)

Therefore:

\(\displaystyle \int \sec\left(\frac{x}{2}\right)\tan^5\left(\frac{x}{2}\right)dx=\frac{2\sec^5\left(\dfrac{x}{2}\right)}{5}-\frac{4\sec^3\left(\dfrac{x}{2}\right)}{3}+2\sec\left(\frac{x}{2}\right)+C\)

Answer:

= 2 (sec (x/2) - 2sec³(x/2) +  sec⁵(x/2) ) + C

                              3                     5

Step-by-step explanation:

∫sec(x/2) tan⁵(x/2) dx

apply u substitute u = x/2

= ∫sec(u) tan⁵(u) * 2du

= 2 *  ∫sec(u) tan⁴(u) tan(u) du

= 2 *  ∫sec(u) (tan²(u))² tan(u) du

= 2 *  ∫sec(u) (-1 + sec²(u))² tan(u) du

apply u substitute v = sec(u)

= 2 * ∫(-1 + v²)² dv

expand

= 2 * ∫1 - 2v² + v⁴ dv

sum

= 2 (v - 2v³ + v⁵ )

             3      5

substitute it back

= 2 (sec (x/2) - 2sec³(x/2) +  sec⁵(x/2) )

                              3                     5

add constant to the solution.

= 2 (sec (x/2) - 2sec³(x/2) +  sec⁵(x/2) ) + C

                              3                     5

Answer:

7, 2, -3, -8

Step-by-step explanation:

y = -5x + 2  Substitute in -1 for x

y = -5(-1) + 2

y = 5 + 2

y = 7

y = -5x + 2  Substitute in 0 for x

y = -5(0) + 2

y = 0 + 2

y = 2

y = -5 + 2 substitutes in 1 for x

y = -5(1) + 2

y = -5 + 2

y = -3

y = -5x + 2  Substitute in 2 for x

y = -5(2) + 2

y = -10 + 2

y = -8

Helping in the name of Jesus.

Based on the information given, we can conclude that RM = 2, but we cannot determine the lengths of the other sides of the quadrilaterals without further information.

Given that quadrilateral YFGT can be mapped onto quadrilateral MKNR by a translation, we can use the information to determine the length of RM.

A translation is a transformation that moves every point of a figure by the same distance and in the same direction. In this case, the translation is such that the corresponding sides of the quadrilaterals are parallel.

Since TY = 2, and the translation moves every point by the same distance, we can conclude that the distance between the corresponding points R and M is also 2 units.

Therefore, RM = 2.

By the properties of a translation, corresponding sides of the two quadrilaterals are congruent. Hence, side YG of quadrilateral YFGT is congruent to side MK of quadrilateral MKNR, and side GT is congruent to NR. However, the given information does not provide any additional details or measurements to determine the lengths of these sides.

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Answer:

3

Step-by-step explanation:

this is what I think

The probability of selecting a girl and a boy for the class committee can be calculated by considering the total number of outcomes and the number of favorable outcomes.

Identify the number of girls and boys in the class. In this case, there are 5 girls and 7 boys.

Determine the total number of students in the class. That is 5 + 7 = 12.

Determine the number of ways to select two students from the class.

Here we can use the combination formula, which is written as C(n, r), where n is the total number of items and r is the number of items to be chosen.

In our case, n = 12 (total number of students) and r = 2 (number of students to be selected).

C(12, 2) = 12! / (2!(12-2)!) = 66.

Determine the number of favorable outcomes.

In this case, we want to select one girl and one boy. We multiply the number of girls by the number of boys: 5 x 7 = 35.

To find the probability, we divide the number of favorable outcomes (35) by the total number of outcomes (66):

Probability = Number of favorable outcomes / Total number of outcomes = 35 / 66 = 5/6.

So, the probability of selecting a girl and a boy for the class committee is 5/6.

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Answer:

\( \frac{1}{3} \pi( {3.5}^{2} )(11) = 44.9\pi\)

C is the correct answer.

(5x)(-2x) in words is Five times x multiplied by negative two times x

Using variables, constants, and algebraic operations, an expression can be described as an algebraic expression in mathematics (addition, subtraction, etc.). Terms are used to construct expressions. Any combination of a number, a variable, and operation symbols is considered an expression. Two expressions are combined to form an equation, which is joined by the equal sign. Example of a word: The product of 8 and 3. Word illustration: 11 is the result of adding 8 and 3.

Given Data

Expression

(5x)(2x)

Translating algebraic expression into verbal expression:

Five times x multiplied by negative two times x

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Answer:

1 / t

Step-by-step explanation:

The rate at which a job, chore or a certain task is executed is expressed as the reciprocal of the time taken to complete such task. That is ;

Rate = 1 / time taken

From the scenario above, the time taken = t hours

Then the rate at which work is done can be expressed as :

1 / t

The solution is, 29/h is the quotient of twenty-nine and a number h​.

Division is the process of splitting a number or an amount into equal parts.

Division is one of the four basic operations of arithmetic, the ways that numbers are combined to make new numbers. The other operations are addition, subtraction, and multiplication.

here, we have,

give that, we have to find  the quotient of twenty-nine and a number h​

i.e. 29/h which is the quotient of twenty-nine and a number h​

as, we know.

quotient is the result of division so you divide 29 by h which gives you 29/h or h/29

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Answer:  Therefore, at the start of the game, Peter had 80 marbles and Jack had 80 marbles.

Step-by-step explanation:

The function g(x) is g(x)= (1/3x)^2

The complete question is in the image

From the graph in the image, we have:

f(x) = x^2

The function f(x) is stretched by a factor of 1/3 to form g(x).

This means that:

g(x) = f(1/3x)

So, we have:

g(x)= (1/3x)^2

Hence, the function g(x) is g(x)= (1/3x)^2

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Answer:

On a plane

Step-by-step explanation:

Answer:

A plane

Step-by-step explanation:

The congruence theorem required for each figure are

1. AAS

2. ASA

3. ASA

4. ASA

5. ASA

6. ASA

ASA (Angle-Side-Angle) congruence theorem states that if two triangles have two angles and the included side in common, then they are congruent.

That is to say, if two angles and the included side of one triangle are congruent to the corresponding two angles and included side of another triangle, then the two triangles are congruent.

AAS (Angle-Angle-Side) congruence theorem states that if two angles and a non-included side of one triangle are congruent to the corresponding angles and non-included side of another triangle, then the two triangles are congruent.

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To create an extended matrix in reduced row echelon form for a system of linear equations, you must first create the system of equations in standard form. In standard form, each equation is of the form "ax + by + cz + ... = d". where a, b, c, ... are the coefficients of the variables x, y, z, ..., d. is the constant term

For the solution (3.1+z, z), the linear system can be written as

x = 3.1 + z

y = z

To create an augmented matrix for this system, the equation can be written in the form "ax + by = d". where a, b, and d are the coefficients of variables x, y, and the constant term, respectively. The augmented matrix for this system is:

[ a b | d ]

[ 1 0 | 3.1 ]

[ 0 1 | 0 ]

To put this matrix in reduced row echelon form, we can perform the following row operations:

Subtract 3.1 times the first row from the second row, to get:

[ a b | d ]

[ 1 0 | 3.1 ]

[ 0 1 | -3.1 ]

Add 3.1 times the second row to the first row, to get:

[ a b | d ]

[ 1 0 | 0 ]

[ 0 1 | -3.1 ]

The resulting matrix is in reduced row echelon form.

For the solution (4,0,-3), we can write a system of linear equations as follows:

x = 4

y = 0

z = -3

The augmented matrix for this system is:

[ a b c | d ]

[ 1 0 0 | 4 ]

[ 0 1 0 | 0 ]

[ 0 0 1 | -3 ]

This matrix is already in reduced row echelon form, so we don't need to perform any row operations.

For the case where there is no solution set, we can write a system of linear equations such as:

x + y = 1

x + y = 2

The augmented matrix for this system is:

[ a b | d ]

[ 1 1 | 1 ]

[ 1 1 | 2 ]

This matrix is not in reduced row echelon form, but we can put it in reduced row echelon form by performing the following row operations:

Subtract the first row from the second row, to get:

[ a b | d ]

[ 1 1 | 1 ]

[ 0 0 | 1 ]

Divide the second row by 1, to get:

[ a b | d ]

[ 1 1 | 1 ]

[ 0 0 | 1 ]

The resulting matrix is in reduced row echelon form, and it represents a system of linear equations with no solution set.

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Answer:

3:1

Step-by-step explanation:

employees with children studying in grade school=30

employees with no children=10

So ratio of employees who have children studying in grade school to employees with no children =

30

__ =3:1

10