Answer:
0.7
Step-by-step explanation:
[tex]\frac{7}{10}=\frac{70}{100}=0.70[/tex]
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4. A pilot at an altitude of 2000 ft is over a spot 8020 ft from the end of an airport's runway. At what angle of depression should the pilot see the end of the runway?
Answer:
14°
Step-by-step explanation:
Let a be the angle of depression.
Set your calculator to degree mode.
[tex]tan(a) = \frac{2000}{8020} [/tex]
[tex] a = {tan}^{ - 1} \frac{2000}{8020} = 14[/tex]
So a = 14°
Answer: 14°
Step-by-step explanation:
tan(x) = 8020/2000
x = tan^-1 (8020/2000)
x = 75.99 ≈ 76°
Angle of Dep = 90 - 76
Angle of Dep = 14°
(2x^3 -3x^2 +4x -1) /(x+2)
Quotient ➔ 2x² - 7x + 18
Remainder ➔ - 37
━━━━━━━━━━━━━━━━━━━━━━
SolutioN ::
ㅤ
➸ Attachment[tex]\begin{gathered} \\ \\ \qquad{\rule{120pt}{7pt}} \\ \\ \end{gathered}[/tex]
VerificatioN ::
ㅤ
➸ Taking the product of Divisor and Quotient as LHS[tex]\begin{gathered} \\ \\ \; \; :\longmapsto \; \sf {x(2x^{2} - 7x + 18) + 2(2x^{2} - 7x + 18) + ( - 37)} \\ \\ \end{gathered}[/tex]
[tex]\begin{gathered} \\ \; \; :\longmapsto \; \sf {2x^{3} - 7x^{2} + 18x + 4x^{2} - 14x + 36 - 37} \\ \\ \end{gathered}[/tex]
[tex]\begin{gathered} \\ \; \; :\longmapsto \; \sf {2x^{3} - 7x^{2} + 4x^{2} + 18x - 14x - 1} \\ \\ \end{gathered}[/tex]
[tex]\begin{gathered} \\ \; \; :\longmapsto \; \sf \pink{2x^{3} - 3x^{2} + 4x - 1} \\ \\ \end{gathered}[/tex]
➸ Taking Dividend as RHS[tex]\begin{gathered} \\ \\ \; \; :\longmapsto \; \sf \pink{2x^{3} - 3x^{2} + 4x - 1} \\ \\ \end{gathered}[/tex]
[tex]\begin{gathered} \\ \; \; :\longmapsto \; \sf {LHS = RHS} \\ \\ \end{gathered}[/tex]
[tex]\begin{gathered} \\ \; \; :\longmapsto \; \underline{\boxed{\sf{Verified}}} \; \pmb{\red{\bigstar}} \\ \\ \end{gathered}[/tex]
[tex]\begin{gathered} \\ {\underline{\rule{150pt}{10pt}}} \end{gathered}[/tex]
[tex]\blue{\huge {\mathrm{DIVIDING \; POLYNOMIALS}}}[/tex]
[tex]\\[/tex]
[tex]{===========================================}[/tex]
[tex]{\underline{\huge \mathbb{Q} {\large \mathrm {UESTION : }}}}[/tex]
[tex]\sf \dfrac{(2x^3 -3x^2 +4x -1)}{(x+2)}[/tex][tex]{===========================================}[/tex]
[tex] {\underline{\huge \mathbb{A} {\large \mathrm {NSWER : }}}} [/tex]
Through the computations performed, we came to the conclusion that the quotient is [tex]\blue{\bold{2x^2 - 7x + 18}}[/tex] and the remainder is [tex]\red{\bold{-37}}[/tex].[tex]{===========================================}[/tex]
[tex]{\underline{\huge \mathbb{S} {\large \mathrm {OLUTION : }}}}[/tex]
[tex]\qquad\begin{aligned}\sf \blue{2x^2 - 7x + 18} \:\:\:\:\:\:\:\:\:\: &\\\sf x + 2 \: \: ) \overline{2x^3 - 3x^2+4x-1} \quad&\\\sf \: \: \underline{ - 2x^3 - 4x^2 \qquad\qquad \: \: \: \: } \\\sf - 7x^2 + 4x \qquad \: \: \: \\\sf \:\:\: \underline{ - 7x^2 + 14x \qquad \: } \\ \sf 18x - 1 \: \: \: \\ \underline{ \sf{ - 18x - 36 \: }} \\ \sf \red{ - 37} \end{aligned}[/tex]
[tex]{===========================================}[/tex]
[tex]- \large\sf\copyright \: \large\tt{AriesLaveau}\large\qquad\qquad\qquad\qquad\qquad\qquad\tt 04/02/2023[/tex]
a
3. Woody and Buzz each bought a pink bear for
$50.
• Woody sold his bear for 10% more than the
original price.
• Buzz sold his bear for 30% more than the original
price.
Enter how much more money, in dollars, Buzz
earned for his pink bear than Woody received for his
bear.
Buzz earned $65 - $55 = $10 more than Woody for his pink bear.
How to calculate earnings?
Woody sold his bear for $50 + 10% of $50 = $55.
Buzz sold his bear for $50 + 30% of $50 = $65.
Therefore, Buzz earned $65 - $55 = $10 more than Woody for his pink bear.
To determine how much more money Buzz earned than Woody for their pink bears, we first needed to calculate the selling price for each of them.
We know that both of them bought their bears for $50. Woody sold his bear for 10% more, which means his selling price was $50 + 10% of $50 = $55. Buzz sold his bear for 30% more, which means his selling price was $50 + 30% of $50 = $65. Therefore, Buzz earned $65 - $55 = $10 more than Woody for his pink bear.
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Consider the function f(x) = (x + 2)2 + 1. Which of the following functions shifts the graph of f(x) to the right three units?
The function f(x) will be after shifting is g(x)= (x – 1)² + 1
The function f is used to move the graph of a function f(x) to the right by h units (x-h). This is because when we substitute x with x-h in f(x), we obtain f(x-h), meaning that we are substituting x with x+h in the initial function f. (x). Hence, if we wish to move the graph of f(x) = (x + 2)² + 1 three units to the right, we may do it by using the function f(x-3) to move the graph three units to the right.
g(x)=(x-3+2)²+1
g(x)= (x – 1)² + 1
The complete question is
Consider the function f(x) = (x + 2)2 + 1. Which of the following functions shifts the graph of f(x) to the right three units?
g(x) = (x + 5)2 + 1
g(x) = (x + 2)2 + 3
g(x) = (x – 1)2 + 1
g(x) = (x + 2)2 – 2
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Construct a polynomial function with the following properties: fifth degree, 2 is a zero of multiplicity 4 , −3 is the only other zero, leading coefficient is 2 .
The pοlynοmial functiοn with a fifth degree, 2 as a zerο οf multiplicity 4, −3 as the οnly οther zerο, and a leading cοefficient οf 2 is:
[tex]f(x) = 2(x-2)^4(x+3) = 2x^5 - 32x^4 + 192x^3 - 384x^2 + 216x + 1080[/tex]
What is Polynomial Function?
A pοlynοmial functiοn is a mathematical functiοn οf the fοrm [tex]f(x) = a_n x^n + a_{n-1} x^{n-1} + ... + a_1 x + a_0[/tex], where the coefficients[tex]a_n, a_{n-1}, ..., a_1, a_0[/tex] are constants, x is the variable, and n is a non-negative integer. It is a functiοn that can be graphed as a smοοth curve with nο breaks οr jumps.
If 2 is a zerο οf multiplicity 4, then the pοlynοmial functiοn must have the factοr[tex](x-2)^4[/tex].
If −3 is the οnly οther zerο, then the pοlynοmial functiοn must alsο have the factοr (x+3).
The pοlynοmial functiοn with these properties and a leading cοefficient οf 2 can be written as:
[tex]f(x) = 2(x-2)^4(x+3)[/tex]
Expanding this polynomial gives:
[tex]f(x) = 2x^5 - 32x^4 + 192x^3 - 384x^2 + 216x + 1080[/tex]
Therefore, the polynomial function with a fifth-degree, 2 as a zero of multiplicity 4, −3 as the only other zero, and a leading coefficient of 2 is:
[tex]f(x) = 2(x-2)^4(x+3) = 2x^5 - 32x^4 + 192x^3 - 384x^2 + 216x + 1080[/tex]
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Find the slope of a line perpendicular to the line whose equation is x + y = 3. Fully
simplify your answer.
Answer:
To find the slope of a line perpendicular to another line, we need to first find the slope of the given line. The equation of the given line is x + y = 3. We can rewrite this equation in slope-intercept form (y = mx + b) by solving for y: y = -x + 3 So the slope of the given line is -1. To find the slope of a line perpendicular to this line, we know that it will have a slope that is the negative reciprocal of -1, which is 1. Therefore, the slope of a line perpendicular to the line whose equation is x + y = 3 is 1.
Answer: 1
Step-by-step explanation:
The given equation x + y = 3 can be rearranged to slope-intercept form, which is y = -x + 3.
To find the slope of this line, we can see that the coefficient of x is -1. Therefore, the slope of the line is -1.
To find the slope of a line perpendicular to this line, we need to take the negative reciprocal of the slope of the given line.
The negative reciprocal of -1 is 1/1 or simply 1. Therefore, the slope of a line perpendicular to the line x + y = 3 is 1.
The length of o a rectangle is 12 cm and its width is 2 cm less than ¾ of its length
Draw an illustration pls
Answer:
Certainly, here's an illustration:
----------------------
| |
2cm | |
| | 12cm
| |
----------------------
<---- ¾ of 12cm --->
(9cm - 2cm)
= 7cm
In this illustration, the rectangle is represented by a box with a length of 12cm and a width of 7cm. The width is calculated by taking ¾ of the length (which is 9cm) and subtracting 2cm from it. The dimensions of the rectangle are shown inside the box, with the length indicated by the vertical line and the width indicated by the horizontal line.
What is the point and slope of the equation y-8=4(x+3)
Answer:
that's the slope of the y intercept
The sum of a number times 10 and 20 is at most -19.
The solution to the problem is that the number "x" must be less than or equal to -3.9 in order for the sum of "a number times 10 and 20" to be at most -19.
What is Algebraic expression ?
An algebraic expression is a mathematical phrase that can contain variables, constants, and operators (such as addition, subtraction, multiplication, and division) that are used to represent quantities and their relationships.
Let's use algebra to solve this problem.
Let's call the number we're trying to find "x".
The sum of "a number times 10 and 20" can be written as "10x + 20".
So, we can translate the statement "the sum of a number times 10 and 20 is at most -19" into an equation:
10x + 20 ≤ -19
Now we can solve for x:
10x + 20 ≤ -19
Subtract 20 from both sides:
10x ≤ -39
Divide both sides by 10:
x ≤ -3.9
Therefore, the solution to the problem is that the number "x" must be less than or equal to -3.9 in order for the sum of "a number times 10 and 20" to be at most -19.
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Find the coordinates of the circumcenter of the triangle with the given vertices. (-7,-1) (-1,-1) (-7,-9)
Answer:
The circumcenter of the triangle with vertices (-7, -1), (-1, -1), and (-7, -9) is (-4, -8).
Step-by-step explanation:
To find the coordinates of the circumcenter of the triangle with vertices (-7, -1), (-1, -1), and (-7, -9), we can use the following steps:
Step 1: Find the midpoint of two sides
We first find the midpoint of two sides of the triangle. Let's take sides AB and BC:
Midpoint of AB: ((-7 + (-1))/2, (-1 + (-1))/2) = (-4, -1)
Midpoint of BC: ((-1 + (-7))/2, (-1 + (-9))/2) = (-4, -5)
Step 2: Find the slope of two sides
Next, we find the slope of the two sides AB and BC:
Slope of AB: (-1 - (-1))/(-1 - (-7)) = 0/6 = 0
Slope of BC: (-9 - (-1))/(-7 - (-1)) = -8/(-6) = 4/3
Step 3: Find the perpendicular bisectors of two sides
We can now find the equations of the perpendicular bisectors of the two sides AB and BC. Since the slope of the perpendicular bisector is the negative reciprocal of the slope of the side, we have:
Equation of perpendicular bisector of AB:
y - (-1) = (1/0)[x - (-4)]
x = -4
Equation of perpendicular bisector of BC:
y - (-5) = (-3/4)[x - (-4)]
y + 5 = (-3/4)x - 3
y = (-3/4)x - 8
Step 4: Find the intersection of perpendicular bisectors
We now find the point of intersection of the two perpendicular bisectors. Solving for x and y from the two equations, we get:
(-4, -8)
Therefore, the circumcenter of the triangle with vertices (-7, -1), (-1, -1), and (-7, -9) is (-4, -8).
[tex]\sqrt[4]{-81}[/tex]
The fourth root of -81 is not a real number is 3√i.
What is imaginary number?A number that can be represented in the form a + bi is an imaginary number. In this case, a and b are real numbers, while I is the imaginary unit, which is equal to the square root of -1. In mathematics, imaginary numbers are used to expand on the real number system and to describe values that cannot be stated using real numbers.
Complex numbers, which are numbers of the type a + bi, where a and b are real numbers, are one of the principal applications for imaginary numbers. Several mathematical and scientific disciplines, such as electrical engineering, signal processing, and quantum physics, require complex numbers.
The value of -81 can be written as i²(3)⁴.
Taking the fourth root of the number we get 3√.
Hence, the fourth root of -81 is not a real number is 3√i.
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On your graph paper, plot points A(-5, -2), B(-3, -2), and D(-5, -4). Mark point C to make a square in the third quadrant. Name the coordinate rule that will rotate the rectangle to the fourth quadrant, with vertex C’ at point (4, -3).
After plotting the points A (-5, -2), B (-3, -2), and D (-5, -4) in the 4th quadrant as shown in the attached graph, we can see that to make the square we have to plot point C, at (-3, -4).
Define graphs?Simply said, the graph is a structured representation of the data. Because of this, it is simpler for us to understand the facts. Data is the term used to describe the numerical information obtained through observation.
The word data is derived from the Latin word datum, which meaning "something delivered."
After developing a research question, data are progressively obtained through observation. The information is then organised, categorised, and visually shown.
Here in the question,
After plotting the points A (-5, -2), B (-3, -2), and D (-5, -4) in the 4th quadrant as shown in the attached graph, we can see that to make the square we have to plot point C, at (-3, -4).
And the coordinate rule that will rotate the rectangle to the fourth quadrant, with vertex C’ at point (4, -3) is known as reflection.
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60% of the students in a class are boys. If there are 16 girls in the class, how many boys are there
Answer: Let the total number of students in the class be x.
Then the number of boys in the class is 60% of x, or 0.6x.
And the number of girls in the class is 16.
We can write an equation based on the information given:
0.6x + 16 = x
Solving for x:
0.4x = 16
x = 40
Therefore, there are 0.6x = 24 boys in the class.
Step-by-step explanation:
Two functions g and f are defined in the figure below.
The domain of fog is: Domain of fog = {x ∈ R | 3 ≤ g(x) ≤ 9}
The range of fog is: Range of fog = {1, 2, 5}
What is domain and range?The domain of a function is the set of all possible input values (usually denoted by x) for which the function is defined.
The range of a function is the set of all possible output values (usually denoted by y) that the function can produce for its corresponding inputs in the domain.
(a) Domain of fog:
The domain of fog is the set of all inputs for which the composition is defined. Since g is defined for all values in its domain, and f is defined for all values in the range of g, the domain of fog is the set of all values in the domain of g for which g(x) is in the domain of f.
(b) Range of fog:
The range of fog is the set of all possible outputs of the composition. Since g is defined for all values in its domain, and f is defined for all values in the range of g, the range of fog is the set of all possible outputs of f when its input is an output of g.
Range of fog = {f(g(x)) | x ∈ R, 3 ≤ g(x) ≤ 9}
To determine the values in the range of fog, we need to evaluate f(g(x)) for each x in the domain of fog. We can do this by first determining the outputs of g for each value in its domain, and then evaluating f at those outputs.
The outputs of g for x = 4, 5, 7 are:
g(4) = 6
g(5) = 8
g(7) = 9
Since f is defined for all values in the range of g, we can evaluate f at each of these outputs to get:
f(g(4)) = f(6) = 5
f(g(5)) = f(8) = 2
f(g(7)) = f(9) = 1
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A hot-air ballon is flying at an altitude of 2828 feet. If the angle of depression from the pilot in the balloon to a house on the ground below is 32°,how far is the house from the pilot
How far is the house away from the pilot in feet ( do not round until the final answer, Then round to the nearest tenth as needed)
Therefore, the distance between the pilot and the home is roughly 5,348.2 feet.
The height of the balloon divided by the neighboring side yields the tangent of the angle of depression (the distance from the balloon to the house).
Tan(32°) is therefore equal to 2828/x,
where x is the distance between the balloon and the home.
The answer to the x equation is
x = 2828/tan(32°)
Value of tan 32° = 0.6610060414
x= 5,348.2 feet.
What if the indentation was at a 45-degree angle?The height of the balloon divided by the neighboring side yields the tangent of the angle of depression (the distance from the balloon to the house).
Tan(45°) is therefore equal to 2828/x, where x is the distance between the balloon and the home.
The answer to the x-problem is x = 2828/tan(45°) 2828 feet.
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A company makes steel rods shaped like cylinders. Each rod has a diameter of 6 centimeters and a height of 20 centimeters. If the company used 30520.8cm3 of steel, how many rods did it make?
As a result, the company produced number of rods are **56** rods.
What exactly is radius?
A radius is a section of a straight line in geometry that connects a circle's or sphere's center to its edge or surface Its length is divided by the circle's diameter by two.
Each rod has a diameter of 6 centimeters, hence the radius is 3 centimeters. Each rod has a 20-centimeter height.
The following formula can be used to determine a cylinder's volume:
V = πr²h
where V stands for volume, r for radius, which is equal to half of the diameter, and h for height.
Adding these values to the formula yields the following results:
V = π(3)²(20) (20)
V = 180π
The volume of each rod is therefore 180 cubic centimeters.
30520.8 cubic centimeters of steel were used to make how many rods?
To find out,
divide the total volume of steel by the volume of each rod:
30520.8 / (180π) ≈ **56** rods
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Given Circle M with diameter and area as marked.
Solve for x.
X= _
(2x+12) km Diameter
Calculate the Circumference in terms of pi _
A=289km²
After answering the presented question, we can conclude that area of Circle M, [tex]C = 2\pi [(17/\pi )^0.5] km\\[/tex]
What is circle?A circle appears to be a two-dimensional component that is defined as the collection of all places in a jet that are equidistant from the hub. A circle is typically depicted with a capital "O" for the centre and a lower portion "r" for the radius, which represents the distance from the origin to any point on the circle. The formula 2r gives the girth (the distance from the centre of the circle), where (pi) is a proportionality constant about equal to 3.14159. The formula r2 computes the circumference of a circle, which relates to the amount of space inside the circle.
area of Circle M,
[tex]289 = \PI(x + 6)^2\\289/\PI = (x + 6)^2\\\sqrt(289/\pi ) = x + 6\\(17/\pi )^0.5 - 6 = x\\x = (17/\pi )^0.5 - 6 km\\C = \pi (2x + 12) km\\C = 2\pi (x + 6) km\\[/tex]
[tex]C = 2\pi [(17/\pi )^0.5] km\\[/tex]
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A soccer team is planning to sell candy bars to spectators at their games. They will buy two-pound bags of candy. The number of candy bars per bag has mean 12 and standard deviation 2. They will sell each candy bar for $1.25. (Assume that all of the candy in a bag will be sold.)
1. What is the expected value and the standard deviation for the amount of money that would be made selling all of the candy in one bag of candy?
The expected value for the amount of money made selling all of the candy in one bag is $15, and the standard deviation is approximately $24.33.
What exactly is a standard deviation?The standard deviation is a measurement of how widely apart a set of numbers or statistics are from their mean.
The expected value for the amount of money made selling all of the candy in one bag can be found by;
Expected value = mean number of candy bars per bag x price per candy bar
Expected value = 12 x $1.25 = $15
Formula for the standard deviation of a product of random variables:
[tex]SD (XY) = \sqrt{((SD(X)^2)(E(Y^2)) + (SD(Y)^2)(E(X^2)) + 2(Cov(X,Y))(E(X))(E(Y)))}[/tex]
where X and Y are random variables, SD is the standard deviation, and Cov is the covariance.
X is the number of candy bars in a bag, which has a mean of 12 and a standard deviation of 2. Y is the price per candy bar, which is a constant $1.25. So we have:
E(Y²) = $1.25² = $1.5625
E(X²) = (SD(X)²) + (E(X)²) = 2² + 12² = 148
Cov (X,Y) = 0 (because X and Y are independent)
Using these values, we can calculate the standard deviation for the amount of money made selling all of the candy in one bag:
[tex]SD = sqrt((2^{2} )(148) + (0)(12)(1.25)^{2} + 2(0)(2)(12)(1.25))[/tex]
SD = √(592)
SD ≈ $24.33
Therefore, the expected value for the amount of money made selling all of the candy in one bag is $15, and the standard deviation is approximately $24.33.
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A point at (-5,7) is reflected across the x-axis. The new point is then reflected across the y-axis. What ordered pair names the third point?explain.
Answer:
Step-by-step explanation:
Reflecting a point across the x-axis negates the y-coordinate, so the point (-5, 7) reflected across the x-axis becomes (-5, -7).
Reflecting a point across the y-axis negates the x-coordinate, so the point (-5, -7) reflected across the y-axis becomes (5, -7).
Therefore, the third point is (5, -7).
what percent is this ?
a) The percentage of residents who liked the local parks out of those surveyed is 30%.
b) The percentage of the residents who liked the school system out of those surveyed is 60%.
What is the percentage?The percentage refers to a portion of a whole value or quantity, expressed in percentage terms.
The percentage is a ratio, which compares a value of interest with the whole, and is computed by multiplying the quotient of the division operation between the particular value and the whole value by 100.
The total number of Plana residents surveyed = 240
The number of residents who responded that they liked the local parks = 72
The percentage of residents who liked the local parks = 30% (72 ÷ 240 x 100)
The number of residents who responded that they liked the school system = 144
The percentage of residents who liked the school system = 60% (144 ÷ 240 x 100).
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PLEASEEEEE im begging thank you
Answer:
D
Step-by-step explanation:
-6 is constant because it has a degree of 0
3x is linear because it has a degree of 1
[tex]4x^{2}[/tex] is quadratic because it has a degree of 2
So the answer is D
Matt is 3 times as old as his brother Nick. Oscar is 5 years younger than
Nick.
Write an expression in simplest form that represents the sum (+) of their
ages.
Answer:
(4x - 5) years old
Step-by-step explanation:
Nick = x years old
Matt = (3 x X)
=3x years old
Oscar = (x - 5) years old
total age = x + 3x + (x - 5)
= (4x - 5) years old
suppose a charity received a donation of 15.2 million. if this represents 56% of the charity's donation funds, what is the total amount of it's donated funds? round answer to nearest million dollars
Answer:
27 million dollars
Step-by-step explanation:
Let x be the total amount of the charity's donated funds. We know that the donation of 15.2 million represents 56% of x.
We can set up the following equation to solve for x:
15.2 million = 0.56x
Dividing both sides by 0.56, we get:
x = 15.2 million / 0.56 = 27.14 million
Therefore, the total amount of the charity's donated funds is approximately 27 million dollars.
Answer:
27 million
Step-by-step explanation:
create the equation
[tex]\frac{15200000}{x} =\frac{56}{100}[/tex], where x is equivalent to the total amount of donation funds
solve the equation by cross multiplying
[tex]x=2714285 \frac{5}{7}[/tex],
this can be simplified to 27 million
Four high jumpers listed their highest jump in the chart.
Which person jumped the highest?
anna: 2.1 yards
javier 72 inches
charles 5 feet 11 inches
yelena 74 inches
Responses?
Based on the given information, Yelena jumped the highest with a jump of 74 inches (6.17 feet).
What is measurement?Measurement is the process of assigning a numerical value to a physical quantity, such as length, mass, time, temperature, or volume. It is a fundamental aspect of science, engineering, and everyday life. In order to measure something, we need a unit of measurement, which is a standard reference quantity that is used to express the measurement. For example, meters or feet are commonly used units for length, while grams or pounds are used for mass.
To compare the high jumps of the four athletes, we need to convert all the measurements to the same unit.
Anna: 2.1 yards = 6.3 feet
Javier: 72 inches = 6 feet
Charles: 5 feet 11 inches = 71 inches = 5.92 feet
Yelena: 74 inches = 6.17 feet
So, Yelena jumped the highest with a jump of 74 inches (6.17 feet).
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Suppose that a cliff diver's height (in feet) after t seconds is given by the model
H(t)=-16t^2+32t+20 find the height after 1.25 seconds pls help me
The height of the cliff diver after 1.25 seconds is 35 feet.
Calculating Height :
The concept used is evaluating a function at a given input or value. In this case, we are evaluating the height function H(t) at t = 1.25 to find the height of the cliff diver after 1.25 seconds. The formula for the height function is given as H(t) = -16t^2 + 32t + 20.
Here we have
A cliff diver's height (in feet) after t seconds is given by the model
H(t)=-16t² +32t +20
Given time t = 1.25 seconds
To find the height after 1.25 seconds, we simply need to evaluate H(1.25) using the given formula:
H(1.25) = -16(1.25)² + 32(1.25) + 20
On Simplifying the expression we get:
H(1.25) = -16(1.5625) + 40 + 20
H(1.25) = -25 + 60
H(1.25) = 35
Therefore,
The height of the cliff diver after 1.25 seconds is 35 feet.
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Solve the problems.
The number a is less than the number b by (1)/(5) of b. By what part of a is b greater than a ?
Answer:
B is greater than A by 1/4 of A
Step-by-step explanation:
Let's use the information given in the problem to write expressions for the values of a and b:
a = b - (1/5)b = (4/5)b
b is greater than a by the difference:
b - a = b - (4/5)b = (1/5)b
To express this difference as a fraction of a, we divide by a:
(b - a)/a = ((1/5)b)/((4/5)b) = 1/4
Therefore, b is greater than a by 1/4 of a.
Find the lower quartile and upper quartile of the data set.
lower quartile: 13
upper quartile: 27
About ?
minutes
Complete the statement about the data set.
About ?
minutes
of students ride the bus for less than 13 minutes.
of students ride the bus for less than 27 minutes.
help pls
About 25% of students ride the bus for less than 13 minutes.
About 75% of students ride the bus for less than 27 minutes.
What is median?Median is a measure of central tendency that represents the middle value in a dataset when the values are arranged in order of magnitude.
In this case, the median is 21 minutes. This means that half of the students ride the bus for less than 21 minutes and half of the students ride the bus for more than 21 minutes.
The lower quartile (Q1) is the value that separates the lowest 25% of the data from the other 75%. In this case, the lower quartile is 13 minutes. This means that 25% of the students ride the bus for less than 13 minutes and 75% ride the bus for more than 13 minutes.
The upper quartile (Q3) is the value that separates the highest 25% of the data from the other 75%. In this case, the upper quartile is 27 minutes. This means that 75% of the students ride the bus for less than 27 minutes and 25% ride the bus for more than 27 minutes.
So, to answer the statement about the data set:
About 25% of students ride the bus for less than 13 minutes. (this is because the lower quartile separates the lowest 25% of the data from the other 75%)
About 75% of students ride the bus for less than 27 minutes. (this is because the upper quartile separates the highest 25% of the data from the other 75%)
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What is the solution to the equation below?
√x-1=x-13
OA. 14
OB. 15
O C. 17
D. 16
The solution for the equation √(x-1) = x - 13 is x = 17, the correct option is C.
How to solve this equation?We have the following equation.
√(x-1) = x - 13
If we apply the square exponent in both sides, we will get:
x - 1 = (x - 13)²
x - 1 = x² - 26x + 169
x² - 27x + 170 = 0
Using the quadratic formula we get:
[tex]x = \frac{27 pm \sqrt{(-27)^2 - 4*170*1} }{2} \\\\x = \frac{27 pm 7}{2}[/tex]
We only care for the positive solution, which is:
x = (27 + 7)/2 = 17
The correct option is C.
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The solution to the given equation is 14 by squaring both sides of the equation and simplifying. Therefore, the solution to the equation is option A.
Explanation:To solve the equation √x-1=x-13, we first square both sides to eliminate the square root.
That results in the equation x - 2*x +1 = x - 13. Simplify this to get -x + 14 = 0. Further simplifying, x = 14 is the solution. Therefore, the solution to the equation is 14 (option A).
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1/csc x+1 - 1/csc x-1 = -2tan^2 x
I can not figure out how to verify the identity for this problem.
Please help.
The identity 1/csc x+1 - 1/csc x-1 = [tex]-2tan^2 x[/tex] is verified and correct.
To verify the identity:
[tex]\\\frac{1}{csc x+1} - \frac{1}{csc x-1} = -2tan^2 x[/tex]
Starting with the reciprocal identity, we can say:
csc x = [tex]\frac{1}{sin x}[/tex]
So we have:
[tex]1/(1/sin x + 1) - 1/(1/sin x - 1) = -2tan^2 x[/tex]
We need to identify a common denominator in order to simplify the left side of the equation. The common denominator is:
[tex](1/sin x + 1)(1/sin x - 1) = (1 - sin x)/(sin x)^2[/tex]
As a result, we can change the left side of the equation to read:
[tex][(1 - sin x)/(sin x)^2] [(sin x - 1)/(sin x + 1)] - [(1 - sin x)/(sin x)^2] [(sin x + 1)/(sin x - 1)][/tex]
Simplifying this expression by multiplying the numerators and denominators, we get:
[tex](1 - sin x)(sin x - 1) - (1 - sin x)(sin x + 1) / (sin x + 1)(sin x - 1)(sin x)^2[/tex]
Expanding the brackets and simplifying, we get:
[tex]-(2sin^2 x - 2sin x) / (sin x + 1)(sin x - 1)(sin x)^2[/tex]
Factor out -2sin x from the numerator:
[tex]-2sin x(sin x - 1) / (sin x + 1)(sin x - 1)(sin x)^2[/tex]
Simplifying, we get:
[tex]-2sin x / (sin x + 1)(sin x)^2[/tex]
Now, we can use the identity:
[tex]tan^2 x = sec^2 x - 1 = (1/cos^2 x) - 1 = sin^2 x / (1 - sin^2 x)[/tex]
Simplifying, we get:
[tex]sin^2 x = tan^2 x (1 - tan^2 x)[/tex]
When we add this to the initial equation, we obtain:
[tex]-2sin x / (sin x + 1)(sin x)^2 = -2tan^2 x(sin x)/(sin x + 1)[/tex]
Now, we can use the identity:
sin x / (sin x + 1) = 1 - 1/(sin x + 1)
Simplifying, we get:
[tex]-2tan^2 x(sin x)/(sin x + 1) = -2tan^2 x + 2tan^2 x / (sin x + 1)[/tex]
When we add this to the initial equation, we obtain:[tex]-2tan^2 x + 2tan^2 x / (sin x + 1) = -2tan^2 x[/tex]
Simplifying, we get:
[tex]-2tan^2 x = -2tan^2 x[/tex]
Therefore, the identity is verified.
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Help with math problems
(D) |k - 7| < - 6 has no solution is not a true statement because an absolute value can never be negative, so the inequality has no solution.
What is inequality?Inequality refers to the state of being unequal or not equal in some respect. It can refer to various forms of disparities or differences, such as differences in income, wealth, education, opportunities, health, or social status, among others. Inequality can occur between individuals, groups, communities, or nations, and it can be caused by various factors, such as discrimination, historical legacies, social structures, policies, or economic systems. Inequality is often considered a social problem because it can lead to social tension, unrest, and injustice, as well as undermine economic growth and human development.
(D) |k - 7| < - 6 has no solution is not a true statement because an absolute value can never be negative, so the inequality has no solution.
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