Answer:
The age of the boy is 15 years
Step-by-step explanation:
Let us assume a be the age of the boy
So, two-third of his age is 2 ÷ 3 × a
As the boy said that two-third minus 1 so it would be equivalent to
2 ÷ 3 × to - 1
ANd, his current age is a and now if we deduct 6 so
a - 6
AFter this, two-third minus 1 is equivalent to a minus 6
So,
2 ÷ 3 × a - 1 = a - 6
- 1 + 6 = a - 2 ÷ 3 × a
5 = 1 ÷ 3 × a
a = 3 × 5
= 15
Hence, The age of the boy is 15 years
Please help!!! Thank youu
Answer:
3rd choice
Step-by-step explanation:
You start with: aebt = c
Divide both sides by a: ebt = c/a
Take the natural log: ln(ebt) = ln(c/a)
which gives you: bt = ln(c/a)
Divide by b: t = ln(c/a) / b.
how do i find a unit rate
Answer:
numerator divided by denominator
Step-by-step explanation:
You have come in contact with the Zombie Virus and are now infected with one strand. The
strand is doubling every hour. Which equation best represents the situation where x
represents the number of hours since infection and f(x) is the number of strands of the
Zombie Virus in your body.
Answer:
y=2^x
Step-by-step explanation:
Rectangular prism surface area
Answer:
Surface area is the sum of the areas of all faces (or surfaces) on a 3D shape. A cuboid has 6 rectangular faces. To find the surface area of a cuboid, add the areas of all 6 faces. We can also label the length (l), width (w), and height (h) of the prism and use the formula, SA=2lw+2lh+2hw, to find the surface area.
What is the vertex of the graph of the function f(x) = x2 + 8x - 2?
O (4.18)
O (0,-2)
O (-8,-2)
0 (4-18)
Answer:
Vertex is (-4, -18)
Step-by-step explanation:
f(x) = [tex]ax^{2} +bx +c[/tex]
Let (h, k) be the vertex
An easy way to find h is to use the formula h = -b/2a
In your case where f(x) = [tex]x^{2} +8x - 2[/tex] a = 2 and b = 8
So, h = -8/2(1) = -8/2 = -4
Substitue -4 in for x to find k
k = ([tex]-4^{2}[/tex]) + 8(-4) - 2
= (16) - 32 - 2
= 16 - 32 - 2
= -18
Vertex is (-4, -18)
Note: Another way to find the vertex is to complete the square, but this can really be difficult in some cases
Answer:
Option D, (-4,-18)
Step-by-step explanation:
got it right on edge
Si se tiene una tabla de 2.0 m de largo y de ancho 0.3 m, el área de toda la tabla es?
Answer:
solo multiplica los dos numeros 2x3= 6.
Answer:
aeaa axxd
Step-by-step explanation:
f(x) = = -X1 + X1X2 X2 – I1X2 Determine if this function is Lipschitz continuous (specify local or global). Note that this function is defined on R2.
Previous question
To determine if the function[tex]F(x) = -x1 + x1x2x2 - i1x2[/tex]is Lipschitz continuous, we need to examine its partial derivatives and check if they are bounded.
The function F(x) is defined on [tex]R^2,[/tex] so let's calculate its partial derivatives with respect to x1 and x2
∂F/∂x1 = [tex]-1 + x2^2[/tex]
∂F/∂x2 = [tex]x1x2 - i1[/tex]
Now, to determine Lipschitz continuity, we need to check if the partial derivatives are bounded on the given domain.
For ∂F/∂x1, we can see that it is not bounded because as x2 approaches positive or negative infinity, the value of ∂F/∂x1 also approaches positive or negative infinity, respectively. Therefore, ∂F/∂x1 is not bounded.
For ∂F/∂x2, we can also see that it is not bounded because as x1 approaches positive or negative infinity, the value of ∂F/∂x2 also approaches positive or negative infinity, respectively. Therefore, ∂F/∂x2 is not bounded.
Since both partial derivatives are not bounded, we can conclude that the function F(x) = -x1 + x1x2x2 - i1x2 is not Lipschitz continuous, neither locally nor globally, on the domain [tex]R^2.[/tex]
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Part C
Calculate the ratio of the lengths of the two line segments formed on each transversal. You will have two sets of calculations. Round your answers to the hundredths place. What do you notice about the ratios of the lengths for each transversal? How do they compare?
Answer:
Line segment PM = 4.2 length
ML = 6.2
ON = 3
NK = 2
Step-by-step explanation:
Just got it on plato your welcome:)
The segments formed by each transversals and the three parallel lines are
proportional according to the three parallel lines theorem.
The observations are;
The parallel lines divide the transversals in equal proportions, such that the ratio of the lengths of each transversal are equal.[tex]\displaystyle \mathrm{ Ratio \ of \ the \ segments ;\ }\frac{\overline{CB}}{\overline{AB}} = \frac{\overline{EF}}{\overline{DE}}[/tex]Reasons:
The question is a four part question
Let the equations of the parallel lines be as follows;
Line, x; y = x
Line, y; y = x + 1
Line z; y = x + 2
The points at which transversal 1 intersect the lines x, y, and z, are;
A(0.4, 0.4), B(0.6, 1.6), and C(0.8, 2.8)
The length of segment [tex]\overline{AB}[/tex] = √((0.6 - 0.4)² + (1.6 - 0.4)²) = 0.2·√(37)
The length of segment [tex]\mathbf{\overline{CB}}[/tex] = √((0.8 - 0.6)² + (2.8 - 1.6)²) = 0.2·√(37)
The ratio of the lengths of the segment formed by transversal 1 is therefore;
[tex]\sqrt{x} \displaystyle Ratio \ of \ the \ length \ of \ the \ segments = \mathbf{\frac{\overline{CB}}{\overline{AB}}} =\frac{2 \cdot \sqrt{37} }{2 \cdot \sqrt{37} } = 1[/tex]
The points at which transversal 2 intersect the lines x, y, and z, are;
D(1.1, 3.1), E(1.3, 2.3), and F(1.5, 1.5)
The length of segment [tex]\overline{DE}[/tex] = √((1.3 - 1.1)² + (2.3 - 3.1)²) = 0.2·√(17)
The length of segment [tex]\overline{EF}[/tex] = √((1.5 - 1.3)² + (1.5 - 2.3)²) = 0.2·√(17)
[tex]\sqrt{x} \displaystyle Ratio \ of \ the \ length \ of \ the \ segments = \mathbf{\frac{\overline{EF}}{\overline{DE}}} =\frac{0.2 \cdot \sqrt{17} }{0.2 \cdot \sqrt{17} } = 1[/tex]
Therefore;
[tex]\displaystyle \frac{\overline{CB}}{\overline{AB}} = \frac{\overline{EF}}{\overline{DE}} = 1[/tex]Which gives;
The proportion with which the parallel lines divide the transversals are equal.The ratio of the lengths for each transversal are equal.The the comparison can also be made with the triangle proportionality theorem.
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Please help me! Only have about 10 minutes until I have to submit this assignment!
Answer:
626
Step-by-step explanation
Each glass vase at a Mother’s Day brunch has 8 stems, of which 37.5% are stems of greenery. How many stems of greenery are in each vase?
1. What values of a, b, and c would you use in the quadratic formula for the following equation?
5x^2 +9x=4
A.a= -4, b = 9, c = 5
B.a=5, b= 9, c = -4
C.a=5, b= 4, c = 9
D.a= 5, b = 9, c=4
Answer:
D
Step-by-step explanation:
because it is the answer that I think of
Need someones help on this!
Which is NOT true?
A 10 + 9 = 7 + 12
B 10 = 10
C 10 - 4 = 3 + 3
D 10 = 19 - 11
Answer:
The answer is D
Step-by-step explanation:
:))))))))
Answer:
D is not true
Step-by-step explanation:
you can tell because 19-11 is 8 and that don't equal 10
PLS PLE HELP IM BETYINY AND DONT GIVE ME THOSE LINKS THAT GIVE U A VIRUS
A small town is trying to establish a transportation system of large and small vans.
It can spend no more than $100,000 for purchasing both sizes of vehicles and no
more than $500 per month for maintenance. The town can purchase a small van for
$10,000 and maintain it for $100 per month. The large vans cost $20,000 each and
can be maintained for $75 per month. Each large van carries a maximum of 15
passengers
and each small van carries a maximum of 7 passengers. Find the
maximum number of passengers the transportation system can handle given the
constraints. How many large and small vans will they need to maximize the
number of passengers it can service?
Snowy's Snowboard Co. manufactures snowboards. The company used the function P(x) = -5x2 -30% + 675 to model its profits, where P(x) is the profit in thousands of dollars and x is the number of snowboards sold in thousands. How many snowboards must be sold for the company to break even?
The number of snowboards that must be sold for the company to break even is: 9000
How to solve Profit Functions?The function that models the profit is given as:
P(x) = -5x² - 30x + 675
where:
P(x) is the profit in thousands of dollars
x is the number of snowboards sold in thousands
For the company to break even, it means that P(x) = 0. Thus:
-5x² - 30x + 675 = 0
Using quadratic formula to solve this gives us":
x = [-(-30) ± √((-30)² - 4(-5 * 675)]/(2 * -5)
x = 9
This is in thousands and means the break even will be when the sold amount is 9000 snowboards
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32 is 10% of what number?
Write the equation of the
line that is parallel to
y = 1.5x – 6 and passes
through the point (4,2).
The equation of the line is (y - 2) = 1.5(x - 4)
What is line ?
Euclid described a line as an "unextended length" that "stands equally with respect to its points"; he introduced the postulates as the main unprovable properties from which he constructed all of geometry, now called Euclidean geometry to avoid confusion with other geometries introduced from the late 19th century (such as non-Euclidean, projective and affine geometry).
In modern mathematics, given the multiplicity of geometries, the concept of line is closely related to the way geometry is described. For example, in analytic geometry, a plane line is often defined as a set of points whose coordinates correspond to a given linear equation, but in a more abstract setting, such as drop geometry, the line may be an object other than the set. of the points located on it.
When geometry is described by a set of axioms, the concept of line is usually left undefined (so-called primitive object). The properties of the lines are then determined by the axioms that refer to them. One of the advantages of this approach is the flexibility it gives users of the geometry. Thus, in differential geometry a line can be interpreted as a geodesic (shortest path between points), while in some projective geometries a line is a 2-dimensional vector space (all linear combinations of two independent vectors). This flexibility also extends beyond mathematics and allows physicists, for example, to think of the path of a light ray as a line.
Given, [tex]y = 1.5x - 6....(1)[/tex]
We are comparing equation (1) with y = mx+c and get m = 1.5
It is also given required equation passes through the point (4,2)
We know, if slope of a equation m and the equation passes through (a,b) then equation of the line (y-b) = m (x-a)
Here,
[tex]m = 1.5 \\ a = 4 \\ b = 2[/tex]
So, required equation of the line [tex](y - 2) = 1.5(x - 4)[/tex]
Line related one more question:
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calculate the power of the pump which can lift 400kg of water to be stored in a water tank at a height of 19m and 40s (take g=10/s2)
Anyone know where you can find answers for a geometry test?
Answer:
quizlet or quizzes
Step-by-step explanation:
HELPPPPPPP
What is the value of x?
Answer:
the angles are supplementary
so, 5x + 140 = 180
5x = 180 - 140
5x = 40
X = 40
5
X = 8
What is the lateral surface of the prism shown here
If you know the answer pls help I’ll give brainliest
Answer:
The lateral surface area of the prism shown is 1021 unit^2.
Step-by-step explanation:
2((21*9)/2) + (17*16) + (21*16) + (14*16) = 1021 unit^2
Answer: The lateral surface area of a prism is the sum of the areas of its lateral faces. The total surface area of a prism is the sum of the areas of its lateral faces and its two bases
=ph where p represents the perimeter of the base and h represents the height of the prism.
Describe the sequence of transformations that maps PQR into P'Q'R' use the drop-down menus to explain your answer
Answer:
Rotation of 180° clockwise around the origin
Step-by-step explanation: if you rotate the first triangle 90 degrees, it will be in the lower quarter, so you need to rotate it 1 more time.
The transformations are clockwise rotation 180° and translation down by 1 unit.
What is rotation?Rotations are transformations that turn a shape around a fixed point. To rotate a shape we need: a centre of rotation. an angle of rotation (given in degrees) a direction of rotation – either clockwise or anti-clockwise.
From the given graph, the coordinates of triangle PQR are P(2, 1), Q(4, 6) and R(4, 1).
Rotating a point that has the coordinates (x,y) 180° about the origin in a clockwise direction, we have (-x,-y).
Here,
P(2, 1) → P'(-2, -1)
Q(4, 6) → Q'(-4, -6)
R(4, 1) → R'(-4, -1)
The translation down by 1 unit, we get (x, y-k)
P'(-2, -1) → P'(-2, -2)
Q'(-4, -6) → Q'(-4, -7)
R'(-4, -1) → R'(-4, -2)
The coordinates of triangle P'Q'R' are P'(-2, -2), Q(-4, -7) and R'(-4, -2)
Therefore, the transformations are clockwise rotation 180° and translation down by 1 unit.
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Mrs. Baxter deposits $2,000 in an account that earns 5% sample
interest, How much interest does Mrs Batter's investment en ter
8 years
The answer is $480!
Answer:
$800 in interest
Step-by-step explanation:
T = A(1 + rt)
T = 2,000(1 + .05(8))
T = 2,000(1.4)
T = 2800
2800 - 2000 = 800
state the equation of a line with slope m=2 and y intercept =3 then graph the line
Answer:
y=2x+3
The coefficient attached to x is the slope and the number being added to it is the y intercept.
Please see the attached image
4 Luke's math scores for this grading period are listed below. 84, 86, 83, 78, 92, 87, 92, 90, 88, 86 What is the mean of the data set graphed on the dot plot? (10 Points) X X Х ХХ ХХХ xx 日中 85 90 95 70 75 80 F H
Answer:
86.6
Step-by-step explanation:
Add them all up and divide by how many scores
A breakfast chef used different amounts of milk when making pancakes, depending on the number of pancakes ordered. The results are shown below. What is the average amount of milk used for an order of pancakes.
Answer:
1/2c
Step-by-step explanation:
A breakfast chef used different amounts of ill when
making pancakes, depending on the number of panes ordered. The results are shown below.
1/2c, 1/4c, 1/2c, 3/4c, 1/2c, 3/4c, 1/2c, 1/4c, 1/2c, 1/2c
What is the average amount of milk used for an order of pancakes?
Average amount of milk used for an order of pancakes = {1/2c + 1/4c + 1/2c + 3/4c + 1/2c + 3/4c + 1/2c + 1/4c + 1/2c + 1/2c} ÷ 10
= {6(1/2c) + 2(1/4c) + 2(3/4c)} ÷ 10
= {6/2c + 2/4c + 6/4c} ÷ 10
= {3c + 1/2c + 3/2c} ÷ 10
= {(6+1+3) / 2}c ÷ 10
= 10/2c ÷ 10
= 5c ÷ 10
= 5/10c
= 1/2c
The average amount of milk used for an order of pancakes = 1/2c
Solve 100x²+81=0 using square roots
Answer:
10
Step-by-step explanation:
The principal, real, root of:
100−−−√2
=10
All roots:
10
−10
100 is a perfect square
What does an insurance actuary do?
Answer:
An insurance actuary is a professional that analyzes financial risk using mathematics, statistics, and financial theories.
Step-by-step explanation:
Most actuaries work in the insurance industry and help insurance companies create and price insurance policies based on the likelihood that they will have to pay out claims.
Hope this helped!!!
how do you put this writing expression into a equation;
A number added to 13 all divided by 2
Answer:
Step-by-step explanation:
Let x be the number.
(x + 13)/2
ederal Government Employee E-mail Use It has been reported that 88% of federal government employees use e-mail. If a sample of 210 federal government employees is selected, find the mean, variance, and standard deviation of the number who use e-mail. Round your answers to three decimal places.
The mean, variance, and standard deviation of the number of federal government employees who use e-mail can be calculated using the binomial distribution formula.
Given that 88% of federal government employees use e-mail, we can define the probability of success (p) as 0.88 and the number of trials (n) as 210.
The mean of a binomial distribution is given by μ = np, where μ is the mean and n is the number of trials. Therefore, the mean of the number of federal government employees who use e-mail is μ = 210 * 0.88 = 184.8.
The variance of a binomial distribution is given by [tex]\sigma^2 = np(1-p)[/tex], where [tex]\sigma^2[/tex] is the variance and n is the number of trials. Therefore, the variance of the number of federal government employees who use e-mail is σ^2 = 210 * 0.88 * (1-0.88) = 21.504.
The standard deviation of a binomial distribution is the square root of the variance. Therefore, the standard deviation of the number of federal government employees who use e-mail is σ = sqrt(21.504) ≈ 4.637.
In summary, the mean of the number of federal government employees who use e-mail is 184.8, the variance is 21.504, and the standard deviation is approximately 4.637. These values represent the average, spread, and deviation from the mean, respectively, for the number of federal government employees who use e-mail in a sample of 210 individuals.
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