As a result, the first term of the answer to the given arithmetic mean problem is 14.
What does arithmetic mean?The Arithmetic Mean or Average of the Group is the product of the sum of all the numbers in a group and the amount of items in that list, divided by both. The Geometric progression is also same as this .This average of the numbers 5, 7, and 9 is, for instance, 4, as 5 + 7 + 9 is 21, and 21 split by 3 [there really are three numbers] equals 7.
Here,
In this case, t(n) = (a + ((n — 1) * d)),
The value of the nth term is t(n),
The first term of the AS is a.
The position of a value in the A.S. is represented by the positive whole integer n, and
The constant common difference among A.S. words is d.
In light of the question, we can say:
11 = (5 + ((4 — 1) * d)),
Take 5 away from both sides.
11 — 5 = (5 + ((4 — 1) * d)) — 5,
On the RHS, the fives cancel one another out.
6 = 3d,
d = 2.
In summary, the common distinction is: 2.
=> 20 = a + 3d
=> 20 - 6
=> a =14
As a result, the first term of the answer to the given arithmetic mean problem is 14.
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How many ways can someone purchase at least one CD from a group of 5
rock, 3 metal, and 7 punk CDs?
Answer:
Step-by-step explanation:
Heavy metal (or simply metal) is a genre of rock music that developed in the late 1960s and early 1970s, largely in the United Kingdom and the United States.
James divides a piece of poster board into equal sections and uses the shaded sections for an art project
y= 2x + 7 (List 4 Ordered Pairs for the equation) 1 points each
Answer:
(1,9), (2,11), (3,13) (4,15)
Step-by-step explanation:
When u plug in those numbers for your x values, you get those numbers for the y values.
Data collected from selected major metropolitan areas in the eastern United States show that 2% of individuals living within the city limits move to the suburbs during a one-year period, while 1% of individuals living in the suburbs move to the city during a one-year period. Assuming that this process is modeled by a Markov process with two states: city and suburbs.
a. Prepare the matrix of transition probabilities.
b. Compute the steady-state probabilities.
c. In a particular metropolitan area, 40% of the population lives in the city, and 60% of the population lives in the suburbs. What population changes do your steady-state probabilities project for this metropolitan area?
Answer:
a) City Suburbs city 0.98 0.02 , Suburbs 0.01 0.99
b) 0.333 , 0.667
c ) Using the steady-state probabilities, There will be an increase in the Suburb population and a decrease in City population
Step-by-step explanation:
2% living within the city limits move to suburbs
1% living within the suburbs move to the city
a) Matrix of transition probabilities
City Suburbs city 0.98 0.02 , Suburbs 0.01 0.99
b) Steady -state probabilities
attached below
steady state probabilities = 0.333 , 0.667
c) Determine the population changes the steady-state probabilities
Using the steady-state probabilities, There will be an increase in the Suburb population and a decrease in City population i.e. a decrease from 40% to 33%
4-56 Determine the magnitude of the moments of the force F about the x. y, and z axes Solve the problem (a) using a Cartesian vector approach and (b) using a scalar approach
(a) As of the Cartesian vector approach, Moment about axes are [tex]M_x = 13\ Ft-lb[/tex], [tex]M_y = 4\ Ft-lb[/tex] and [tex]M_z = 36\ Ft-lb[/tex].
(b) Using a scalar approach, Moment about axes are [tex]M_x = 13\ Ft-lb[/tex], [tex]M_y = 4\ Ft-lb[/tex] and [tex]M_z = 36\ Ft-lb[/tex].
What is a vector?Vector is defined as the quantities that have both magnitude and direction is called a vector quantity and the nature of the quantity is called a vector.
here,
[tex]\vec F = 4 \hat i + 12\hat j -3 \hat k\\ \vec B = 4 \hat i + 3\hat j - 2 \hat k\\[/tex]
Scalar approach,
moment about the x-axis is given by,
[tex]M_x = B_yF_z - ZF_y\\M_x = 3(-3)-(-2)(12)\\M_x = 13\ Ft-lb[/tex]
Similarly,
[tex]M_y = 4\ Ft-lb,[/tex] and [tex]M_z = 36\ Ft-lb[/tex]
Vector approach,
Moment about the x-axis is given by,
[tex]M_x = U_x \times[ {\vec B \times \vec F]}\\M_x = \left[\begin{array}{ccc}1&0&0\\4&3&-2\\4&12&-3\end{array}\right][/tex]
The above expression given is of determinate, when solving the above determinate,
[tex]M_x = 13\ Ft-lb[/tex]
Similarly,
[tex]M_y = 4\ Ft-lb[/tex] and [tex]M_z = 36\ Ft-lb[/tex],
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I will give branliest! My problem is NUHUHH
Step-by-step explanation:
Ok so basically you have to do
Jimmy bought one seedless watermelon
for $2. How many watermelons can
DeShawn buy if he has $6?
Answer:
3 watermelons
Step-by-step explanation:
So this is a basic unit rate problem, so you're going to divide:
6 ÷ 2 = 3
So DeShawn can buy 3 watermelons with $6
hope this helps:)
Can y’all pls help me solve this!!
Answer:
From left to right picture,
Scale factor = 2/3
x = 24
y = 12
z = 21
Step-by-step explanation:
Look at the two figures and identify the sides where both lengths are known.
That is the top right-hand side.
Scale factor is hence 18/27 = 2/3
Next, find x, y and z:
Bottom left-hand side: 16/x = 2/3
x = 3/2 x 16
x = 24
Bottom right-hand side: y/18 = 2/3
y = 18 x 2/3
y = 12
Top left-hand side: 14/z = 2/3
z = 3/2 x 14
z = 21
the ratio of students to adults at the open house is 9:7 suppose there are 832 students and adults at the open house. how many students are there
Answer:
To determine the number of students at the open house, you can use the fact that the ratio of students to adults is 9:7 and set up the following proportion:
students/adults = 9/7
You can then cross-multiply to find the value of "students":
7 * students = 9 * adults
7 * students = 9 * (832/(9+7))
7 * students = 832
students = 832 / 7
students = approximately 118.85714285714 students
To determine the number of students at the open house, you can use the fact that the ratio of students to adults is 9:7 and set up the following proportion:
Copy code
students/adults = 9/7
You can then cross-multiply to find the value of "students":
Copy code
7 * students = 9 * adults
7 * students = 9 * (832/(9+7))
7 * students = 832
students = 832 / 7
students = approximately 118.85714285714 students
Since the number of students must be an integer, the number of students at the open house is approximately 118 students.
Step-by-step explanation:
There is 42,000 litres of water in the lake this year. Find the water in the lake, a year ago if the
water of the lake is decreased by 30% every year.
Answer:
60,000 liters
Step-by-step explanation:
30% of 60000 = 18000
60000 - 18000 = 42000
Translate the sentence into an equation.
Five times the sum of a number and 9 equals 3.
Use the variable y for the unknown number.
Answer: To translate the given sentence into an equation, we can start by replacing the words "five times the sum" with the mathematical expression "5(x + 9)". Then, we can replace the word "number" with the variable y, to get:
5(y + 9) = 3
Next, we can distribute the 5 to obtain:
5y + 45 = 3
Finally, we can subtract 45 from both sides to solve for y:
5y = -42
y = -42/5
y = -8.4
Therefore, the equation that represents the given sentence is y = -8.4.
Step-by-step explanation:
The population of a town grows uniformly at the rate of 4% every year. In how many years will the population of the town grow from 15,62,500 to 17,57,600?
Therefore , the solution of the given problem of percentage comes out to be time n = 3 years.
What is percentage?A figure or ratio that is stated as a percentage of 100 is referred to as a percentage in mathematics. However, the percent symbol ("%) is usually used to denote it." The percent amount is flat. When the numerator is 100, percentages are really just fractions. Put the standard form (%) next to a number to show that it is a percentage. For instance, if you correctly respond to 75 out of questions in total on a test, you receive a 75% (75/100).
Here,
Given: 1757600 more people overall
Population as of now: 1562500
According to the issue,
=> 1562500[tex](1 + 4/100 )^{n}[/tex] = 1757600
=> [tex](26/25)^{n}[/tex] = 1757600/ 1562500
=> [tex](26/25)^{n}[/tex]= [tex](26/25)^{3}[/tex]
On comparing,
n=3
Therefore , the solution of the given problem of percentage comes out to be time n = 3 years.
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The scores of fourth grade students on a mathematics achievement test follow a normal distribution with a mean of 75 and standard deviation of 4.
a) What is the probability that a single student randomly chosen form all those taking the test scores 80 or higher?
b) What is the probability that the sample mean score of 64 randomly selected student is 80 or higher?
c) What is the probability the sample mean score of 64 randomly selected students is between 74 and 76?
Answer:
The appropriate solution is:
(a) 0.1056
(b) 0
(c) 0.9544
Step-by-step explanation:
The given values are:
Mean,
[tex]\mu = 75[/tex]
Standard deviation,
[tex]\sigma = 4[/tex]
(a)
⇒ [tex]P(x>80)=1-(x<80)[/tex]
[tex]=1-P[\frac{x-\mu}{\sigma} <\frac{80-75}{4} ][/tex]
[tex]=1-P[\frac{x-\mu}{\sigma} <\frac{5}{4} ][/tex]
[tex]=1-P(z<1.25)[/tex]
By using the table, we get
[tex]=1-0.8944[/tex]
[tex]=0.1056[/tex]
(b)
According to the question, the values are:
[tex]n[/tex] = 64
[tex]\mu_\bar{x}[/tex] = 75
Now,
⇒ [tex]\sigma_\bar{x}[/tex] = [tex]\frac{\sigma}{\sqrt{n} }[/tex]
= [tex]\frac{4}{\sqrt{64} }[/tex]
= [tex]\frac{4}{8}[/tex]
= [tex]0.5[/tex]
⇒ [tex]P(\bar {x} >80 ) = 1 - P(\bar x <80 )[/tex]
[tex]=1 - P[\frac{(\bar x-\mu_\bar x)}{\sigma \bar x} < \frac{80-75}{0.5} ][/tex]
[tex]=1-P(z<10)[/tex]
By using the table, we get
[tex]=1-1[/tex]
[tex]=0[/tex]
(c)
As we know,
⇒ [tex]\sigma_\bar x[/tex] = [tex]\frac{\sigma}{\sqrt{n} }[/tex]
= [tex]\frac{4}{\sqrt{64} }[/tex]
= [tex]\frac{4}{8}[/tex]
= [tex]0.5[/tex]
then,
= [tex]P(74< \bar x <76)[/tex]
= [tex]P[\frac{74-75}{0.5} < \frac{\bar x-\mu \bar x}{\sigma \bar x} < \frac{76-75}{0.5} ][/tex]
= [tex]P(-2<z<2)[/tex]
= [tex]P(z<2)-P(z<-2)[/tex]
By using the table, we get
= [tex]0.9772-0.0228[/tex]
= [tex]0.9544[/tex]
A project requires you to figure out the area of a triangular lot. You take measurements and find that the lot has a base of 32 ft., while the altitude of the triangle, or height is 24 ft. What's the area of this lot?
Considering as a side of ∆CBD, express its length in terms of variables representing side lengths and angle measures in ∆CBD. Show your work.
The value of the common length BD would be 8 units, approximately.
What is the triangle?A triangle is a three-sided polygon with three angles. The angles of the triangle add up to 180 degrees.
The AD line is perpendicular to the line AC.
The connection between the lengths and angles of a triangular shape is the subject of trigonometry.
So, We know that
Sin A = BD / AB
Sin A = BD / c
c Sin A = BD
Substitute angle A = 53.13 and c = 10.
BD = (10) Sin (53.13)
BD = 10 (0.79)
BD = 7.99
BD ≈ 8
The question was incomplete, but the complete question is given below.
Considering line BD as a side of ABD, express its length in terms of variables representing side lengths and angle measures in ABD. Show your work.
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BRAINLIST! Please help
In the right triangle ABC with altitude BD on hypotenuse AC, the length of AC is 40.
what is triangle ?A triangle is a polygon since it has three sides and three vertices. It is one of the basic geometric forms. The name given to a triangle with the vertices A, B, and C is Triangle ABC. A unique plane and triangle in Euclidean geometry are discovered when the three points are not collinear. Three sides and three corners define a triangle as a polygon. The triangle's corners are defined as the locations where the three sides converge. Triangle angles add up to 180 degrees when combined together.
given
Use similar triangles,
BAC and DAB are similar
therefore
CA/AB = BA/AD
CA/20 = 20/10
cross multiply
AC = CA = 20*20/10 = 40
Or use metric relations
CA*AD = BA^2
CA = BA^2/AD = 20^2/10 = 40
In the right triangle ABC with altitude BD on hypotenuse AC, the length of AC is 40.
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The box plots below compare the number of points two basketball players scored per game over 25 games last season. WHich statement is supported by the information in the box plots above?
it's down there
Answer:
im not helping you cuz ur pfp
Step-by-step explanation:
Describe the error in each problem below. 36÷3+(3²•2)36÷3+9•2 36÷12•2 3•2 6
Answer:
Step-by-step explanation:
In the last part of the problem, you have to follow PEMDAS.
Instead of you added before dividing. After the step of 36÷3+9x2 you have to divide.
Please answer this question!!!!!
Need help plz need to turn in before 12?!?!?!
Answer:
C = π (4yd)
C = 12.6yd
Step-by-step explanation:
Solve by factoring
-3x^2-11x+2=0
Answer:
x = -11, 2/3
Step-by-step explanation:
-3x^2-11x+2=0
-(3x^2+11x-2) = 0
3x^2 + 11x - 2 = 0
3x^2 + 33x - 22x - 2 = 0 ==> 33-22=11 and 33/11=3 and -22/11=-2
3x(x + 11) - 2(x + 11) = 0 ==> factor
(3x - 2)(x + 11) = 0
3x - 2 = 0 x + 11 = 0
3x = 2 x + 11 - 11 = 0 - 11
{ x = 2/3 x = -11 } ==> x = -11, 2/3
Constant of Variation
Find the y-intercepts of the graph y = 10/x² ?
a. There are no y-intercepts
b. y-intercept is (0,1)
c. y-intercept is (0,2)
d. y-intercept is (0,3)
Please select the best answer from the choices provided
Answer:
A. There are no y-intercepts
Step-by-step explanation:
I calculated it logically
A model of a railroad car has a Scale Ratio of 1:87.1. If the model railroad car is 1.4 in high, how
tall is the actual railroad car?
Please answer this for me quick it’s due on Monday for me!!!
Answer:
The scale ratio of 1:87.1 means that for every 1 unit of measurement on the model (in this case, inches), there are 87.1 units of measurement on the actual railroad car. This means that the actual railroad car is 87.1 times larger than the model in every dimension. If the model is 1.4 inches tall, the actual railroad car would be 1.4 x 87.1 = <<1.4*87.1=122.54>>122.54 inches tall.
Ayudaaaaa porfavor
Convertir las unidades de medida
8 000 m = _______ km
4 000 g = _______ kg
3 000 m = ________ km
7 m = _________ cm
30 mm _________ cm
10 cm ________ mm
70 mm ___________ cm
10 L = ____________ ml
800 cm = _________ m
6 kg = __________ g
Larry graphs the inequality x less-than negative 5 using the steps below.
Step 1: Draw a number line, and place an open circle at –5.
A number line going from negative 10 to 0. An open circle is at negative 5.
Step 2: Shade to the left of –5 to represent less than –5.
A number line going from negative 10 to 0. An open circle is at negative 5. Everything to the left of the circle is shaded.
Step 3: Check work by substitution.
x = negative 5
Negative 5 less-than negative 5 False
Larry concludes that he must have shaded the number line in the wrong direction. Which best describes the situation?
Larry’s graph is incorrect. He should have used a closed circle at –5.
Larry’s graph is incorrect. He should have shaded to the right of –5 because the numbers less than –5 are to the right of –5.
Larry’s graph is correct. He should have checked his work using a number to the left of –5.
Larry’s graph is correct. He should have checked his work using a number to the right of –5.
Mark this and return Save and Exit Next Submit
Answer:
D
Step-by-step explanation:
The midpoint of \overline{\text{AB}} AB is M(7, -7)M(7,−7). If the coordinates of AA are (8, -6)(8,−6), what are the coordinates of BB?
Using the formula for the midpoint of the line with given points A and B as the end points of the line, the coordinates of the point B is (6,-8).
How do you find the midpoint of a line segment?To find the midpoint of a line segment, you must first find the coordinates of the two endpoints of the segment. Then, take the average of the x-coordinates and the y-coordinates to find the x and y coordinates of the midpoint. This can be done by adding the x-coordinates and y-coordinates of the two endpoints together and then dividing by 2.
What is the formula for finding the midpoint of a line segment?
The formula for finding the midpoint of a line segment is:
Midpoint = ( (x1+x2)/2 , (y1+y2)/2 )
Where (x1,y1) and (x2,y2) are the coordinates of the two endpoints of the line segment.
Using the given coordinates of point A(8,-6) and the midpoint M(7,-7) of the line, and using the midpoint formula for a line AB,
Midpoint(M) = [tex](\frac{x1+x2}{2},\frac{y1+y2}{2} )[/tex]
where x1, y1 are coordinates of point A , and x2, y2 are the coordinates of point B
so , (7,-7) = [tex](\frac{8+x2}{2} , \frac{-6+y2}{2})[/tex]
equating the corresponding points,
7 =(8+x2)/2
therefore, x2 = 6
and , -7 = (-6+y2)/2
therefore , y2 = -8
Hence the coordinates of B is , (x2,y2 ) = (6,-8)
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Write an expression for each of these expressions:
A. Divide 36 by a
B. Subtract b from 55.
C. Add 18 to c.
D. Multiply 49 by d.
E. Divide e by 62
F. Subtract 71 from f.
es
Answer:
A. 36 ÷ a
B. 55 - b
C. 18 + c
D. 49 · d
E. e ÷ 62
F. f - 71
If I bought 3 shirts that cost the same and I got a coupon for 10 dollars off and I spent 65 altogether what equation can be used to find the cost of the shirt
Marcy will earn 3 rewards points for each movie she attends. Which equation represents the relationship between y, the total points and x the number of movies?
Answer:
y=3x
Step-by-step explanation:
Mr. Hughes gave 5/14
of his savings to his son, 2/3 of the remainder to his daughter, and the rest to his wife.
If his wife got $900, what were his savings?
Answer:
His savings were of $4,200.
Step-by-step explanation:
Mr. Hughes gave 5/14 of his savings to his son, 2/3 of the remainder to his daughter, and the rest to his wife:
This means that the son and daughter amount is:
[tex]\frac{5}{14} + \frac{2}{3}(\frac{9}{14})[/tex]
As [tex]\frac{9}{14}[/tex] is the remained that his son did not get. So
[tex]\frac{5}{14} + \frac{2}{3}(\frac{9}{14}) = \frac{15}{42} + \frac{18}{42} = \frac{33}{42}[/tex]
Fraction his wife got:
[tex]1 - \frac{33}{42} = \frac{42}{42} - \frac{33}{42} = \frac{9}{42}[/tex]
If his wife got $900, what were his savings?
Total savings are x, wife got [tex]\frac{9}{42}[/tex] of x. So
[tex]\frac{9x}{42} = 900[/tex]
[tex]9x = 900*42[/tex]
[tex]x = \frac{900*42}{9}[/tex]
[tex]x = 100*42[/tex]
[tex]x = 4200[/tex]
His savings were of $4,200.