differentiate x^5(2x+1)^5​

The other three roots of the polynomial are:

1) -2i

2) 1 + i

3) 1 - i

The polynomial with a root 2i and exactly 2 real roots is F(x)=x³-x² + 4x-4

Polynomials are sums of k-xⁿ terms, where k can be any number and n can be any positive integer.

3x+2x-5, for example, is a polynomial.

Given the polynomial function below

F(x)=x³-x² + 4x-4

Group

F(x)=(x³-x²) + (4x-4)

f(x) = x²(x-1)+4(x-1)

f(x) = (x²+4)(x-1)

If f(x) = 0

x²+4 = 0 and x -1. = 0

x² = -4 and x = 1

x = ±2i and -1

Hence polynomial with a root 2i and exactly 2 real roots is F(x)=x³-x² + 4x-4

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complete question:

Which of the following options is a polynomial with a root 2i and exactly 2

real roots?

A. F(x)=x²-x²³ +2x² - 4x-8

B. F(x)=x²-x² + 4x-4

C. F(x)=x²-x³-6x² +4x+8

OD. F(x)= x³ + x² + 4x+8

The correct direction and angle of rotation between triangle ABC in quadrant 4 and polygon A' B' C' in quadrant 3 is: 90° clockwise rotation.

A transformation in geometry is a procedure that modifies the location, scale, or orientation of a shape. Translations, rotations, reflections, and dilations are examples of common transformations.

Rotations are transformations that involve rotating a shape around a fixed point called the center of rotation. The direction of rotation can be either clockwise or counterclockwise, and the angle of rotation is the amount of rotation in degrees.

A' is located to the left of A, which indicates a clockwise rotation.

B' is located below B, which also indicates a clockwise rotation.

C' is located to the right of C, which indicates a clockwise rotation as well.

The correct response is a 90° clockwise rotation since all of the relevant vertices of polygon A' B' C' are turned clockwise in relation to triangle ABC. I regret if the prior replies left you perplexed.

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Answer:

(A) 90° clockwise rotation

Step-by-step explanation:

Took the test (FLVS) got it right. ;)

We can label the point (75, 50) as the optimal solution for the banquet, as it represents the maximum number of guests that can be invited while staying within the constraints.

What is banquet?

A banquet is a large formal meal that usually involves multiple courses and is served to a group of people on special occasions such as weddings, awards ceremonies, or fundraising events. Banquets often include speeches, presentations, and entertainment, and are typically held in a large venue such as a hotel ballroom, banquet hall, or conference center. Banquets can be hosted for a variety of purposes, such as to honor a special guest, celebrate an achievement, or raise money for a charitable cause.

To create a graph showing the solution region of the system of inequalities representing the constraints of the situation, we can use custom relationships to define the variables and constraints.

Let's define the variables:

Let x be the number of adult guests.

Let y be the number of student guests.

Now, let's write the system of inequalities representing the constraints of the situation:

The total number of guests cannot exceed 125: x + y ≤ 125

The cost of hosting the banquet cannot exceed $3375: 45x + 15y ≤ 3375

To graph this system of inequalities, we can plot the boundary lines of each inequality and shade the region that satisfies all the constraints.

The boundary lines of each inequality are:

x + y = 125 (the line that connects the points (0, 125) and (125, 0))

45x + 15y = 3375 (the line that connects the points (0, 225) and (75, 0))

To find the viable combinations of guests that satisfy all the constraints, we need to shade the region that is below the line x + y = 125 and to the left of the line 45x + 15y = 3375.

The resulting graph should look like this:

The point where the two lines intersect, (75, 50), represents the maximum number of adult guests (75) and the maximum number of student guests (50) that can be invited to the banquet while staying within the budget and venue capacity. Any point within the shaded region represents a viable combination of guests.

We can label the point (75, 50) as the optimal solution for the banquet, as it represents the maximum number of guests that can be invited while staying within the constraints.

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The area of the poster in square meters is 0.014 m².

It should be noted that to convert the area from square centimeters to square meters, we need to divide by 10,000 (since 1 square meter is equal to 10,000 square centimeters).

The area of the poster is:

14 cm × 10 cm = 140 cm²

To convert this to square meters, we divide by 10,000:

140 cm² ÷ 10,000 = 0.014 m²

Therefore, the area of the poster in square meters is 0.014 m².

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Heather has a rectangular poster that is 14 centimeters long and 10 centimeters wide. What is the area of the poster in square meters? Do not round your answer. Be sure to include the correct unit in your answer.

Answer:

C

Step-by-step explanation:

+) L = 3W + 6

+) L×W = (3W + 6)×W = 3W² + 6W ≤ 250

Answer:

length = 17;  breadth = 9

Step-by-step explanation:

Let x = area of rectangle; a = length; b = breadth.

+)       a × b = x (1)

+)      (a - 5) × (b + 3) = x - 9 => x = ab + 3a - 5b - 15 + 9 (2)

+)      (a + 3) × (b + 2) = x + 67 => x = ab + 2a + 3b + 6 - 67 (3)

Replace (1) into (2) & (3):

[tex]\left \{ {{3a - 5b=6} \atop {2a+3b=61}} \right. = > \left \{ {{a=17} \atop {b=9}} \right.[/tex]

Thus, for the given similar triangles-

11. ΔCAG ≈ Δ CEF (Angle-Angle similarity)

12. ΔACB ≈ ΔCED (Angle-Angle similarity)

13. ∠ACB = ∠ECD = 92° (vertical angles)

17. BC = √32

Congruent triangles and similar triangles are two distinct but closely related concepts. Similar triangles are any two or more triangles having the identical proportions of their corresponding sides, an equal pair with corresponding angles, and their similar shape.

For the given values:

11. ΔCAG ≈ Δ CEF (Angle-Angle similarity)

∠ACG = ∠ECF (vertical angles)

∠GAC= ∠CEF (alternate interior angles)

12. ΔACB ≈ ΔCED (Angle-Angle similarity)

∠ACB = ∠ECD (vertical angles)

∠BAC = ∠CED (alternate interior angles)

13. m∠ECD = ?

In Δ ACB

53 + 45 + ∠ACB = 180

∠ACB = 180 - 98

∠ACB = 92

∠ACB = ∠ECD = 92° (vertical angles)

17. BC = ?

BC² = GB² + GC²

BC² = 4² + 4²

BC = √32

14. m∠ECF = m∠GCA  (vertical angles)

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Complete question:

For the following figure- Determine:

11. ΔCAG ≈

12. ΔACB ≈

13. m∠ECD = ?

17. BC = ?

Thickness of 10 dollar bill is 1.1×10⁻³meters

Thickness of 1.25 × 10³ dollar bill  is 1.375×10⁻¹meters

Thickness of 137 dollar bill is1.507 ×10⁻²meters

Thickness is the measure of the distance between opposite surfaces of an object. In other words, it is the distance between two parallel planes that bound an object or material. Thickness is often used to describe the dimension of a flat or sheet-like object, such as paper, fabric, or metal, as well as the distance between the front and back surfaces of a three-dimensional object, such as a book or a wall. Thickness can be measured in units such as millimeters, inches, or micrometers.

The thickness of a one-dollar bill is 1.1 × 10⁻⁴ meters

Thickness of 10 dollar bill=10×1.1 × 10⁻⁴

=1.1×10⁻³meters

Thickness of 1.25 × 10³ dollar bill=1.25 × 10³ ×1.1 × 10⁻⁴

=1.375×10⁻¹meters

Thickness of 137 dollar bill=137 ×1.1 × 10⁻⁴

=1.507 ×10⁻²meters

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The answer of the given question based on the Critical value is , , the critical value to for the confidence level c = 0.99 and sample size n = 22 is 2.819.

What is Critical value?

In statistics,  critical value is  value that is used to determine whether to reject  null hypothesis in hypothesis test. It is based on chosen level of significance, which is the maximum probability of making a Type I error (rejecting  true null hypothesis). The critical value is determined by sampling distribution of the test statistic, which is often a t-statistic or z-statistic, depending on the test and the characteristics of the population being studied.

To find the critical value t for a 99% confidence level and a sample size of 22, we need to use a t-distribution table or a calculator.

Using a t-distribution table with 21 degrees of freedom (n-1), we find that  critical value for a 99% confidence level is approximately 2.819.

Therefore, critical value for confidence level c = 0.99 and sample size n = 22 is 2.819 (rounded to nearest thousandth).

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The radius of the circle is 12, and the equation of the circle is:

(x + 2)² + (y - 8)² = 144

What is a circle?

It is the center of an equidistant point drawn from the center. The radius of a circle is the distance between the center and the circumference.

To find the equation of a circle that is tangent to a horizontal line at a given point, we can use the standard form of the equation of a circle:

(x - h)² + (y - k)² = r²

where (h, k) is the center of the circle and r is the radius.

In this case, the center of the circle is (-2, 8), which gives us:

(x + 2)² + (y - 8)² = r²

To find the radius, we need to know where the circle intersects the y = -4 line. Since the circle is tangent to the line, the distance from the center of the circle to the line is equal to the radius.

The distance between a point (x, y) and a horizontal line y = k is given by |y - k|.

In this case, the distance between the center (-2, 8) and the line y = -4 is |8 - (-4)| = 12.

Therefore, the radius of the circle is 12, and the equation of the circle is:

(x + 2)² + (y - 8)² = 144

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Complete question:

What is the center at (-2, 8), tangent to the line y = -4?

Answer: there all divided by 2

so it's 2

Answer:

Step-by-step explanation:

The GCF of 42 and 50 is 2.

We can estimate that there are approximately 134 glass beads in the bin.

What is probability?

Probability is a measure of the likelihood of an event occurring.

To estimate the number of glass beads in the bin, we can use the proportion of glass beads in the handful that Jasper selected.

There are 15 beads in the handful, and 4 of them are glass. So, the proportion of glass beads in the handful is:

4/15 ≈ 0.267

We can assume that the proportion of glass beads in the bin is similar to the proportion in the handful. Therefore, we can estimate the number of glass beads in the bin as:

0.267 x 500 ≈ 134

Therefore, we can estimate that there are approximately 134 glass beads in the bin.

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The given information and the transitive property of inequalities, we can prove that [tex]AC[/tex] is greater than [tex]EF[/tex] .

Statement Reason

[tex]BC = EF[/tex] Given

Betweenness Given

[tex]AC > BC[/tex] Given

[tex]AC > EF[/tex] Transitive property [tex](3, 1)[/tex]

Explanation:

[tex]BC = EF[/tex] Given: Given statement that BC is equal to EF.

Betweenness Given: Given statement that states the concept of betweenness, where BC is between AC and EF.

AC > BC Given: Given statement that  [tex]AC[/tex] is greater than BC.

[tex]AC > EF[/tex] Transitive property: Using the transitive property, we can conclude that  [tex]AC[/tex] is greater than EF (based on statement 3 and 1).

Therefore, using the given information and the transitive property of inequalities, we can prove that AC is greater than [tex]EF[/tex]  .

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If the group is too large to survey everyone, you may consider using a sampling technique to select a representative subset of the group for the survey.

Here are some common sampling techniques you could use:

When selecting a sampling technique, it's important to consider the size of the group, the available resources, and the research question. It's also important to ensure that the sampling technique is unbiased and representative of the group being studied.

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The surface area equation for a triangular prism is SA = bh + pl

You have been given most of your information, but you need to find the perimeter. The problem has given you the lengths needed to find the perimeter, so add the lengths together to get the perimeter!

P = a + b + c

P = 21 + 17  17

P = 55

Now you have all your information. Plug into the Surface area equation to find the surface area of the triangular prism:

SA= bh + pl

SA = (16)(15) + (55)(21)

SA= 240 + 1155

SA= 1395 cm ²

*connected parenthesis indicated multiplication*

The surface are of this triangular prism is 1395 square centimeters

The linear regression equation that represents the given set of data is y = 442.86x + 1150, where x represents the number of years since 2005 and y represents the profit in thousands of dollars.

Data in math is information that is organized and analyzed to help draw conclusions and make predictions. It can be numerical, or it can be non-numerical, such as words or images. Data can be collected through experiments, surveys, or other methods. Data analysis helps mathematicians to uncover patterns, relationships, and trends that could not be seen through traditional methods. Data can be used to solve problems, make decisions, or create models to help explain the behavior of a system.

x y
0 1150
1 1550
2 1850
3 2150
4 2500

Linear regression equation:
y = 442.86x + 1150

Projected profit for 2016 (in thousands of dollars):
7,427.

The linear regression equation that represents the given set of data is y = 442.86x + 1150, where x represents the number of years since 2005 and y represents the profit in thousands of dollars. Using this equation, the projected profit for 2016 (in thousands of dollars) can be calculated to be 7,427. This shows that the company's profits are expected to increase steadily over time.

It is important to note that the linear regression equation is just a model of the data and may not accurately predict the actual profits in 2016. Other factors such as economic conditions, competition, and market trends can all affect a company's profits and should be taken into consideration when making any predictions.

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The potential values for the equation -2a + 3b, for given inequalities 4 < a < 5 and 2 < b < 4 are: (-8 + 3b), (-10 + 3b), (-2a + 6), and (-2a + 12), where 'a' and 'b' can take any value within their respective provided ranges.

In mathematics, inequalities are mathematical expressions or statements that compare the relative magnitude of two or more numbers or quantities. They are used to depict connections such as "greater than," "less than," "greater than or equal to," "less than or equal to," and "not equal to" between numbers or mathematical expressions.

Some generally known types of inequalities in mathematics are:

For given problem,

Given that 4 < a < 5 and 2 < b < 4, we can consider the extreme values of 'a' and 'b' within these ranges to find the possible values of the expression.

So, the four potential values for the expression -2a + 3b, where 4 < a < 5 and 2 < b < 4, are:

-8 + 3b, -10 + 3b, -2a + 6, and -2a + 12

where 'a' and 'b' can take any value within their respective given ranges.

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Answer: -4 and 4

Step-by-step explanation:

use the lowest value for a and the highest for b

The missing piece of information z-score is -1.

Explain information

Information refers to data or knowledge that has been transmitted or received. It can be expressed in different forms, including numerical data, text, images, or sound. The information serves as a basis for understanding, analysis, and decision-making. It can be processed and analyzed using mathematical methods and tools such as statistics, probability, and data analysis. The effective management and utilization of information are essential for progress and innovation in many fields, including science, technology, and business.

According to the given information

Using the formula z = (x - μ) / σ, we can plug in the given values and calculate:

z = (75 - 80) / 5

z = -1

Therefore, the z-score is -1.

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From given sample space, No. of toothpicks each student will get is 51.

What exactly is a sample space?

In mathematics, a sample space is the set of all possible outcomes of an experiment or a random phenomenon. It is denoted by the symbol "S" and is a fundamental concept used in calculating probabilities. For example, when flipping a coin, the sample space is {heads, tails}. When rolling a fair six-sided die, the sample space is {1, 2, 3, 4, 5, 6}. The sample space for a more complex event may involve multiple variables and outcomes.

Now,

Total Toothpicks = 918

Total students = 18

then

Toothpicks per student = 918/18=51

Hence,

           No. of toothpicks each student will get is 51.

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a) The system of equations can be written in the matrix form AV-B as: | -3 3 | | V2 | | -10 |

b) V1 = 369/22 volts and V2 = -51/22 volts.

A matrix is a rectangular array of numbers or symbols, arranged in rows and columns. Matrices are often used in mathematics, science, engineering, and other fields to represent and manipulate data, perform operations, and solve equations. The size of a matrix is determined by the number of rows and columns it contains, and is usually written in the form "m x n", where "m" is the number of rows and "n" is the number of columns. Matrices can be added, subtracted, multiplied, transposed, and inverted, and can be used to represent a wide range of mathematical objects, including systems of linear equations, transformations, and graphs.

a) The system of equations can be written in the matrix form AV-B as:

| 15 -7 | | V1 | | 60 |

| | x | | = | |

| -3 3 | | V2 | | -10 |

b) To solve for V1 and V2 using matrix algebra, we can use the inverse of matrix A as follows:

AV = B

V = A⁻¹B

First, let's find the inverse of matrix A:

A = | 15 -7 |

| -3 3 |

To find the inverse of A, we need to calculate the determinant of A:

det(A) = (15)(3) - (-7)(-3) = 66

Then, we can find the inverse of A as follows:

A⁻¹ = (1/det(A)) x | 3 7 |

| 3 15 |

Now, we can solve for V by multiplying A⁻¹ and B:

| V1 | | 3 7 | | 60 | | 369/22 |

| | = | | x | | = | |

| V2 | | 3 15 | |-10 | | -51/22 |

Therefore, V1 = 369/22 volts and V2 = -51/22 volts.

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The value of the expression sin⁻¹(cos(2)) sin⁻¹(cos(-π/2)) is 0.

An algebraic expression is a combination of variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. These expressions can be used to represent mathematical relationships and patterns in a variety of contexts.

Algebraic expressions can include one or more variables, which are letters or symbols that represent unknown values or values that can vary. For example, in the expression 3x + 5, "x" is the variable.

To evaluate the expression sin⁻¹(cos(2)) sin⁻¹(cos(-π/2)), we first need to determine the value of cos(2) and cos(-π/2).

cos(2) cannot be evaluated directly since the range of cosine function is -1 to 1, and 2 is outside this range. Therefore, we can conclude that sin⁻¹(cos(2)) does not exist.

Next, we can evaluate cos(-π/2) using the unit circle, which is a circle of radius 1 centered at the origin of the coordinate plane. The angle -π/2 is located on the negative y-axis, where the cosine function is 0. Therefore, cos(-π/2) = 0.

Substituting this value into the expression, we get:

sin⁻¹(0) = 0

Therefore, the value of the expression sin⁻¹(cos(2)) sin⁻¹(cos(-π/2)) is 0.

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The correct answer is C. 0.3, which is equivalent to 3/10.

What are fractions?

A fraction is a mathematical representation of a quantity that expresses a part of a whole or a ratio between two quantities.

To find the total fraction of the diagram that is shaded, we need to add the fractions representing the shaded areas of the two squares.

Given that one square is shaded 2/12 and the other shaded square is 2/15, we can add these fractions:

2/12 + 2/15

To add fractions, we need to find a common denominator. The least common multiple (LCM) of 12 and 15 is 60, so we can use 60 as the common denominator for both fractions:

(2/12) + (2/15) = (2/12) * (5/5) + (2/15) * (4/4)

= 10/60 + 8/60

Now we can add the numerators:

= (10 + 8)/60

= 18/60

= 3/10

So, the total fraction of the diagram that is shaded is 3/10.

Hence, the correct answer is C. 0.3, which is equivalent to 3/10.

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Answer:

21.6n-1.2

Step-by-step explanation:

=2.8n-24n-1.2-0.4n

=21.6n-1.2

The area of the figure is 51 cm², which is option C.

In mathematics, area refers to the measure of the size of a two-dimensional surface or shape. It is typically expressed in square units, such as square meters (m²) or square centimeters (cm²), and can be calculated for a variety of geometric shapes, including squares, rectangles, triangles, circles, and more complex shapes such as trapezoids or polygons.

To find the area of the figure, we need to identify the shape of the figure. From the given information, we know that the figure has a top side, a height, and a base. We are also told that the base is divided into two parts by a perpendicular, and one of the parts is labeled as 4 cm, while the other part from the perpendicular to the right vertex is 6.2 cm.

Based on this information, we can draw the figure as a trapezoid, where the top side is the shorter base, the height is the vertical distance between the two bases, and the longer base is the sum of the two parts of the base.

Using the given information, we can calculate the longer base:

longer base = 4 cm + 6.2 cm = 10.2 cm

Now we can use the formula for the area of a trapezoid to find the area of the figure:

A = (1/2)h(b₁ + b₂)

where h is the height, b₁ is the shorter base, and b₂ is the longer base.

Plugging in the given values, we get:

A = (1/2)(5 cm)(10.2 cm + 10.2 cm) = 51 cm²

Therefore, the area of the figure is 51 cm² , which is option C.

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Complete Question:

A four-sided figure has one side labeled 10.2 cm, a height of 5 cm, and a portion of the base from the perpendicular to a vertex labeled 4 cm. The portion of the base from the perpendicular to the right vertex is labeled 6.2 cm. What is the area of the figure?

The density of nitrogen in the space will be 3.13 kg/m³

Density is the ratio of mass to volume of a substance. It is measured in kg/m³.

The volume of the shade part = volume of the cone- volume of the hemisphere

volume of the hemisphere = 2/3 πr³

= 2/3 × 3.14 × 40³

= 401920/3

= 133973.33m³

volume of the cone = 1/3 πr²h

= 1/3 × 3.14 × 40²× 500

= 2512000/3

= 837333.33 m³

volume of the shaded part = 837333.33-133973.33 = 703360m³

The density of the space = 2200000/703360

= 3.13kg/m³.

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Answer: y=6x-1

Step-by-step explanation:

y=6x-1

x represents the time luke has been riding(hours) and the y represents the distance he has travelled (miles)

Briana and her mother will need to measure and cut the fabric for the quilt. They will need to decide on a pattern and color scheme for the quilt. They will need to sew the pieces of fabric together to create the quilt top. They will need to layer the quilt top with batting and backing fabric and then quilt the layers together. Finally, they will need to bind the edges of the quilt.