The 14th term of the arithmetic sequence is 109 whose common difference is d = 8 and whose first term is a(1)=5.
The value of 14th term of an AP is 109.
In the given question
The common difference = 8
The value of first term=5
And we have to find the value of 14th term of Arithmetic progression
We utilize the method for locating the nth term to locate a specific term in an arithmetic series. An arithmetic sequence's nth term is determined by an = a + (n - 1)d in step 1.
Putting the given value in formula:
an = a + (n - 1)d
a 14th=5+(14-1)8
a 14th=5+13*8
a 14th=5+104
a 14th=109
So the value of 14th term of an AP is 109.
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9/3 x + 4 + 2x ?????
Answer:
5x + 4
Step-by-step explanation:
Base on the given:
[tex]\mathrm{\frac{9}{3}x+4+2x}[/tex] → Divide 9 by 3. 9 ÷ 3 = 3
[tex]\mathrm{3x+4+2x}[/tex] → Combine similar term {2x + 3x = 5x}
No farther can be simplify. Hence, 5x + 4 is the answer.
RevyBreeze
Janine bikes 4 mph faster than her sister, Jessica. Janine can ride 24 mi in 3 hr less time than Jessica can ride the
same distance. Find each of their speeds.
Part 1 of 2
Jessica's speed is
Part 2 of 2
Janine's speed is
Jessica's speed is 4 mph and Janine's speed is 8 mph
Let us assume that x represents Jessica's speed.
Janine bikes 4 mph faster than her sister, Jessica.
So, Janine's speed would be (x + 4) mph
We know that the formula for the speed is: speed = distance/time
Here, Janine can ride 24 mi in 3 hr less time than Jessica can ride the same distance.
24/(x+4) = (24/x) - 3
24/(x+4) = (24 - 3x)/x
24x = (24 - 3x)(x + 4)
24x = 24x + 96 - 3x² - 12x
3x² + 12x - 96= 0
After solving above quadratic equation we get.
(x - 4) (x + 8) = 0
x = -8 speed is not possible.
So, x = 4 mph
And x + 4 = 8 mph
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if there is an 84% chance of an event happening in an hour, what is the probability that it happens in half an hour?
The probability of an event happening in half an hour cannot be determined simply by multiplying or dividing the probability of the event happening in an hour by a factor of 2.
Probabilities are not linear in that way. The probability of an event happening in half an hour would depend on the specific details of the event and the underlying probability distribution.
The probability of an event happening in half an hour, given an 84% chance of it happening in an hour, cannot be determined without additional information. The probability of an event occurring in half an hour would depend on the specific circumstances of the event and how the 84% probability was determined.
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if there is an 84% chance of an event happening in an hour, then the probability that it happens in half an hour will be 84% = 0.84.
One cannot easily calculate the likelihood of an event occurring in half an hour by multiplying or dividing the chance of the event occurring in an hour by a factor of 2.
In that sense, probabilities are not linear. The likelihood of an event occurring in half an hour is determined by the event's specifics and the underlying probability distribution.
Without further information, the likelihood of an event occurring in half an hour given an 84% chance of occurring in an hour cannot be computed. The likelihood of an event occurring in half an hour is influenced on the event's unique circumstances and how the 84% probability was calculated.
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Chapter 8 review tesyremember a builder has an 8acre plot divided into 1/4 acre home sites. How many 1/4 acre home sites are there? this is in your test
There are 32 home sites on the 8-acre plot.
An acre, a standard unit of measurement used by land sellers, is roughly the same size as a typical football field. An acre is a product of any rectangular land plot with a total area of 4,046 square Metre, or 43,560 square feet. Six plots of 6 x 120 feet each make up an acre.
To find out how many 1/4 acre home sites are on the 8-acre plot, you can divide the total number of acres by the number of acres per home site.
8 acres / 0.25 acres/home site = 32 home sites.
So, there are 32 home sites on the 8-acre plot.
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solve for m please .
Answer:
m < -1 5/8
Step-by-step explanation:
attached pic
Rewrite the exponential model as a logarithmic model that calculates the number of years, g(x), for the number of infected tree to reach the value of x
The logarithmic model that calculates the number of years, g(x), for the number of infected tree to reach the value of x is-
[tex]g(x)[/tex] = ㏑[tex](x) / 0.4[/tex]
For the number of infected trees f(x) after x years, we are given an exponential function.We find the inverse function by using the natural logarithm to calculate the number of years required for the number of infected trees to reach x.The equation can be written as-
[tex]y = f(x) = e x^{0.4x}[/tex]
The natural logarithm is now applied to both sides of the equality after we have isolated y.
[tex]0.4y = ln x[/tex][tex]y = ln x / 0.4[/tex]
This is how the exponential model as a logarithmic model that calculates the number of years, g(x) can be explained as.
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RIGHT ANSWER GETS 10 POINTS
In the figure below, angle y and angle x form vertical angles. Angle y forms a straight line with the 60° angle and the 70° angle.
A straight line is shown and is marked with three angles. The first angle measures 60 degrees. The second angle measures 60 degrees. The third angle is labeled y. The line between the 70 degree angle and angle y extends below the straight line. The angle formed is labeled angle x.
Write and solve an equation to determine the measure of angle x. (5 points)
Your answer:
The equation x + (60 + 70)° = 180° is used to solve for the measure of the vertical angle x = 50°
What are vertically opposite anglesVertical angles also called vertically opposite angles are formed when two lines intersect each other, the opposite angles formed by these lines are vertically opposite angles and are equal to each other.
The angle y and x form vertical angles, so x = y
Angle y form a straight line with 60° and 70° so we have the equation to solve for x as:
x + 60° + 70° = 180° {sum of angles on a straight line}
x + 130° = 180°
x = 180° - 130° {subtract 139° from both sides}
x = 50°
Therefore, the measure of the vertical angle x is equal to 50° derived with the equation x + (60° + 70°) = 180°.
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Eric spent $21.88, including sales tax, on 2 jerseys and 3 pairs of socks. The jerseys cost $6.75 each and the total sales tax was $1.03. Fill in the table with the correct prices.
Answer:
Step-by-step explanation:
4. The isosceles triangle shown has congruent side lengths of 12 cm and a base of 10 cm.
What is the height of the triangle?
The height of the triangle which is also called the altitude is; 6.63 cm
How to use Pythagoras Theorem?The triangle is an Isosceles Triangle that has two congruent sides and we have the parameters as;
Length of congruent sides = 12 cm.
Base length = 10 cm
Half of the base will be 5 cm and as such, we can use the Pythagorean Theorem to find the altitude as;
Altitude² = Hypotenuse² - Base length²
Thus;
A² = 12² - 10²
A = √44
A ≈ 6.63 cm
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The function h = 3d models the height, in centimeters, of a corn plant as a function of days after sprouting, for 0 < d <7.
The slope of the function represents
The slope of the Function represents the change in height per day.
A line's slope in mathematics is defined as the ratio of the change in the y coordinates to the change in the x coordinate.
Both the net change in the y-coordinate and the net change in the x-coordinate are denoted by Δy and Δx, respectively.
Consequently, the formula for the change in the y-coordinate with respect to the change in the x-coordinate is
[tex]m=\frac{dy}{dx}[/tex] = change in y/change in x
where "m" represents a line's slope.
Additionally, the slope of the line can be shown as
tan θ = Δy/Δx
So, the slope of a line is tanΘ.
So as slope represents a change in y per change in x, in the given question as y is height and x is days, slope changes in height per day.
The slope of the Function represents the change in height per day.
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Shelby recorded the heights
of three different trees in this table. Use mental
math to find how much taller the redwood tree
is than the sequoia tree.
3
DATA
Tree
Sequoia
Tanbark
Redwood
Tree Heights
Height (ft)
173
75
237
Answer:
Step-by-step explanation:
Oohh yeah
Graph the function for the given domain.
Answer: x=2
Step-by-step explanation:
These base-10 blocks model 68.
Which answer shows how to correctly rearrange the blocks to find the quotient 68 ÷ 7?
There will be 9 columns which each has 9 blocks and the 10th column will be 5 blocks. Then the correct option is D.
What is Algebra?Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.
The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.
The expression is given below.
⇒ 68 ÷ 7
Simplify the expression, then we have
⇒ 68 ÷ 7
⇒ (63 + 5) / 7
⇒ 63 / 7 + 5 / 7
⇒ 9 + 5/7
There will be 9 columns which each has 9 blocks and the 10th column will be 5 blocks. Then the correct option is D.
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The last D option is missing. The option D is given as,
D. 9 columns which each has 9 blocks and the 10th column will be 5 blocks.
suppose a university has only one women's softball scholarship remaining for the coming year. the final two players that the university is considering are allison fraley and emily janson. the coaching staff has concluded that the speed and defensive skills are virtually identical for the two players, and that the final decision will be based on which player has the best batting average. cross tabulations of each player's batting performance in their junior and senior years of high school are as follows. outcome allison feeley junior senior hit 15 76 no hit 25 175 total at-bats 40 251 outcome emily janson junior senior hit 71 35 no hit 130 85 total at-bats 201 120 a player's batting average is computed by dividing the number of hits a player has by the total number of at-bats. batting averages are represented as a decimal number with three places after the decimal. (round your answers to three decimal places.) (a) calculate the batting average for each player in her junior year. allison feeley emily janson calculate the batting average of each player in her senior year. allison fealey emily janson using this analysis, which player should be awarded the scholarship? explain. because ---select--- had the higher batting average in both her junior year and senior year, ---select--- should receive the scholarship offer. (b) combine or aggregate the data for the junior and senior years into one crosstabulation. outcome player fealey janson hit no hit total at-bats calculate each player's batting average for the combined two years. (round your answers to three decimal places.) allison fealey emily janson using this analysis, which player should be awarded the scholarship? explain. because ---select--- has the higher batting average over the combined junior and senior years, ---select--- should receive the scholarship offer. (c) are the recommendations you made in parts (a) and (b) consistent? explain any apparent inconsistencies. the recommendations in parts (a) and (b) ---select--- consistent. this is an example of ---select--- . it shows that in interpreting the results based upon separate or un-aggregated crosstabulations, the conclusion can be ---select--- when the crosstabulations are grouped or aggregated.
The recommendations in parts (a) and (b) are not consistent. This is the best example of Simpson’s Paradox.
(a) Allison Feeley's junior year batting average: 15/40 = 0.375 Emily Janson's junior year batting average: 71/201 = 0.353 Allison Feeley's senior year batting average: 76/251 = 0.302 Emily Janson's senior year batting average: 35/120 = 0.292
Using this analysis, Allison Feeley should be awarded the scholarship, as she has the higher batting average in both her junior and senior years.
(b) Outcome: Player | Hit | No Hit | Total At-Bats Fealey | 91 | 200 | 291 Janson | 106 | 215 | 321
Allison Fealey's combined two years batting average: 91/291 = 0.313 Emily Janson's combined two years batting average: 106/321 = 0.331
Using this analysis, Emily Janson should be awarded the scholarship, as she has the higher batting average over the combined junior and senior years.
(c) The recommendations in parts (a) and (b) are not consistent. This is an example of Simpson's Paradox, it shows that in interpreting the results based upon separate or un-aggregated crosstabulations, the conclusion can be different when the crosstabulations are grouped or aggregated.
Therefore, [a] and [b] are not consistent according to Simpson’s Paradox.
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The recommendations in parts (a) and (b) are not consistent. This is the best example of Simpson’s Paradox.
a) Allison Feeley's junior year batting average: 15/40 = 0.375 Emily Janson's junior year batting average: 71/201 = 0.353 Allison Feeley's senior year batting average: 76/251 = 0.302 Emily Janson's senior year batting average: 35/120 = 0.292
Using this analysis, Allison Feeley should be awarded the scholarship, as she has the higher batting average in both her junior and senior years.
(b) Outcome: Player | Hit | No Hit | Total At-Bats Fealey | 91 | 200 | 291 Janson | 106 | 215 | 321
Allison Fealey's combined two years batting average: 91/291 = 0.313 Emily Janson's combined two years batting average: 106/321 = 0.331
Using this analysis, Emily Janson should be awarded the scholarship, as she has the higher batting average over the combined junior and senior years.
(c) The recommendations in parts (a) and (b) are not consistent. This is an example of Simpson's Paradox, it shows that in interpreting the results based upon separate or un-aggregated crosstabulations, the conclusion can be different when the crosstabulations are grouped or aggregated.
Therefore, [a] and [b] are not consistent according to Simpson’s Paradox.
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- What do you think would happen to the area of a figure if one of its dimensions is quadrupled?
- What do you think would happen to the area of a figure if one of its dimensions is multiplied by 5?
answer:
1.the total area is quadrupled.
2.(I'm not sure, so sorry!!!!!)
Step-by-step explanation:
somsome else can do number 2 because questions on brainly have a max of 2 answers.... again, so sorry.
Step-by-step explanation:
If one dimension of a figure is quadrupled, its area would increase by a factor of 16 (2 to the power of 4). If one dimension is multiplied by 5, the area would increase by a factor of 25 (5 to the power of 2).
A straight line passes through the points (3, k) and (-3, 2k). If the gradient of the line is -⅔. find the value of k. What is the equation of this line?
Answer:
To find the value of k and the equation of the line, we can use the slope-intercept form of a line: y = mx + b, where m is the slope of the line, and b is the y-intercept.
The slope of the line (m) is given as -⅔. To find the y-intercept (b), we can substitute one of the given points and the value of m into the equation.
Let's use the point (3,k) :
y = mx + b
k = -⅔ * 3 + b
k = -2 + b
b = k + 2
Now we have the equation of the line in the slope-intercept form: y = -⅔x + (k + 2)
To find the value of k we can use the other point (-3, 2k) and substitute into the equation:
2k = -⅔(-3) + (k + 2)
2k = 2 + k + 2
k = -2
So the value of k is -2 and the equation of the line is y = -⅔x + (k + 2) = -⅔x - 2
This line is a straight line with the slope of -⅔ which passes through the points (3, k) and (-3, 2k) and its equation is y = -⅔x - 2
Are these system specifications consistent? "Whenever the system software is being upgraded, users cannot ac-cess the file system. If users can access the file system, then they can save new files. If users cannot save new files, then the system software is not being upgraded. "
No, these given system specifications are not consistent.
They present a logical contradiction, also known as a paradox. The first claim claims that "Users cannot access the file system if the system software is changed," while the second claim claims that "Users can store new files if they can access the file system."
The third assertion, which reads, "If users cannot save new files, then the system software is not being upgraded," is in direct opposition to the first. All three of the aforementioned assertions cannot be true at the same time.
Hence, these given system specifications are not consistent.
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A rectangle has a length of 9 centimeters. The width of the rectangle is 4 centimeters. What is the area of the rectangle?
Answer:
36 cm²
Step-by-step explanation:
Area=Length*Width
so... 9*4 = 36
36 cm²
Write an inequality involving absolute value for the graph. Find the point that is the same distance from 2 as it is from 4.
The inequality involving absolute value is 2 < x < 4 and the graph is attached below.
The term called inequality in math is defined as when two real numbers or two algebraic expressions are represented with symbols like <, > or ≤, ≥.
Here we need to find the inequality involving absolute value for the graph. And here we also need to find the point that is the same distance from 2 as it is from 4.
Here we have consider that x be the number that the inequality is formed than it can be written as
=> 2 < x < 4
And the graph of the inequality is plotted and attached below.
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Select all ratios equivalent to 3:1
a)12:24
b)26:28
c)1:2
Answer:
a)12:4
Step-by-step explanation:
We know
The ratio is 3:1; we time 4 and get a ratio is 12:4
So, the answer is A
A cylinder has a height of 6 in. and a radius of 8 in.
How does the cylinder's lateral area compare to the sum of the areas of the two bases?
Use π≈3.14.
Enter your answer rounded to the nearest tenth in the box to correctly complete the statement.
The lateral area of the cylinder is approximately
square inches less than the sum of the areas of the two bases.
Answer:
see below
Step-by-step explanation:
h = 6
r = 8 ==> area = πr² = 3.14*8² = 3.14 *64 =201.0
top & bottom = 2*200.96 = 401.9
r=8 ==> perimeter = 2πr = 2*3.14 *8 = 16* 3.14 =50.2
lateral area = h*perimeter = 6*50.24 = 301.44
so it's about 100 sq inch less
Math
Multiplying and Dividing by Powers of Ten - Item 2671
Warm Up
Move the decimal 3 places to the right.
Which is the same as dividing a number by 1,000?
Move the decimal 1 place to the right.
Guided
Learning
Practice Post-Quiz
Finish
Move the decimal 3 places to the left.
Move the decimal 1 place to the left.
CLEAR
K
Question 2 of
CHECK
A mathematical operation which is the same as dividing a number by 1,000 include the following: C. move the decimal 3 places to the left.
What is a quotient?In Mathematics, a quotient can be defined as a mathematical expression that is typically used for the representation of the division of a number by another number.
This ultimately implies that, a quotient in terms of numerical data simply refers to a division of a number (numerator) by another number (denominator).
In terms of determining the decimal place after a division of a number by 1000, we have the following:
Number = 1/1000
Number = 0.001 (3 places to the left.)
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Match the name of the number property used to get to each step from the previous step.
[-5 + (1/2 + 5)] · 2
commutative property
associative property
inverse property of multiplication
identity property of addition
inverse property of addition
NEED ASAP!
The name of the number property matched below with each step from the previous step.
What is the commutative property of addition?The commutative property of addition:
Let a and b are numbers.
a + b = b + a
The change in the position of two numbers in an addition operation does not change the sum.
Given:
We have an expression,
[-5 + (1/2 + 5)] × 2
Applying commutative property of addition,
= [-5 + (5 + 1/2)] × 2
= [ (-5 + 5) + 1/2] × 2
Applying inverse property of addition,
= [0 + 1/2] × 2
Applying identity property of addition,
= 1/2 x 2
Applying inverse property of multiplication,
= 1
Therefore, the solution is 1.
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Help pls
Who will answer will be briniest thanks
Answer: A = shade the square above and below the third square (3 to the right). B = Make a straight line of 4 and put a square below the first square of the line, and above the second square. (Let me know if you need help.)
Step-by-step explanation:
For the function f(x)= 3x-5 find f(3)+10
Answer:
14
Step-by-step explanation:
f(3) = 3(3) - 5 + 10
f(3) = 9 - 5 + 10
f(3) = 4 + 10
f(3) = 14
Answer:
14
Step-by-step explanation:
Start by finding f(3), which would include plugging in a 3 everywhere you see an x
f(3) = 3(3)-5
f(3) = 9-5
f(3) = 4
Now we can use f(3)+10 because we know what f(3) is, it's 4. So replacing it
f(3) + 10 is now 4+10, which equals 14
What is the value of x? (Enter x first) I'll give you brainless please this is due today.
Answer:
X = 37.8
Step-by-step explanation:
Since they stated angle BAC equals angle DEC, makes me believe these sides are just a factor of each other.
Because of that, we can make a proportion, then cross multiply and divide
Making that proportion, you get;
15. 18
---. =. ----
31.5. x
Cross multiply the (15)(x) = (31.5)(18), also known as
15x = 567
Last thing we do is divide both sides by 15 to get that X alone.
567/15 = 37.8
Concluding that x = 37.8
Someone i having a wedding, and they need champagne bottle. The bottle are 25.4 oz, the glae are 6 oz a peron, and there are going to be 80 guet. How many champagne bottle are going to be needed to erve all the guet?
The total number of ounces needed to serve all guests (6 oz/guest * 80 guests) and then divide that number by the size of the bottle (25.4 oz) to get the total number of bottles needed.
In order to calculate the number of champagne bottles needed to serve all 80 guests, we need to use the formula for calculating the total number of ounces needed. The formula is: Number of bottles * size of bottle + total ounces of glasses * number of guests. In this case, the number of bottles needed is: (6 oz/guest * 80 guests)/25.4 oz bottle = 18.9 bottles. Therefore, 19 champagne bottles will be needed to serve all 80 guests. This is because each bottle holds 25.4 ounces and each guest needs 6 ounces of champagne, so we need to calculate the total number of ounces needed to serve all guests (6 oz/guest * 80 guests) and then divide that number by the size of the bottle (25.4 oz) to get the total number of bottles needed.
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[tex]x^{2} +22x[/tex]
The solution for the expression when x= 3 is 75
How to determine the solution for the expressionFrom the question, we have the following expression that can be used in our computation:
x² + 22x
Also from the question, we have
x = 3
This means that the value of x is 3, and we calculate the value of the expression
Substitute the known values in the above equation, so, we have the following representation
x² + 22x = 3² + 22 * 3
Evaluate
x² + 22x = 75
Hence, the solution is 75
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Possible question
Given x² + 22x, calculate the value when x = 3
8th grade math the function f=18g describes the distance d that rick can drive his truck on g gallons of gasolie. Grph this function in the upper right quadrant only
The distance travelled by rick on 2.5 gallons of gasoline is calculated to be 45 mi.
The given function can be written as d = 18 g , where, d is the distance and g is gasoline.
It is also said that, gasoline g = 2.5 gallons
So, to calculate the distance travelled by rick, we should place the value of g in the equation above.
d = 18 g = 18(2.5) = 45 mi
From the graph, the maximum possible gasoline is 10. So, when we place in the above equation, we have,
d = 18 g = 18(10) = 180 gallons
As, the both quantities on the x-axis and y-axis are positive, the graph is possible in first quadrant only.
The given question is incomplete. The complete question is 'How far can rick drive on 2.5 gallons of gasoline?' The picture of graph is attached in the attachment below.
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The sequence a0, a1, a2,. Is defined by letting a0 = 1, and for integers n > 0, an = a b n 2c + a b 2n 3 c + n. (A) Find a1, a2, a3, a4, a5, a6, a7 and a8. (B) Use part (a) to find the least integer a so that an > 4n for all integers n ≥ a. (C) Prove by strong induction that an > 4n for all integers n ≥ a where a is the integer you chose in part (b). (D) Use part (a) to find the least integer b so that an > 45 for all integers n ≥ b. (E) Prove by strong induction that an > 5n for all integers n ≥ b where b is the integer you chose in part (d)
The first 8 terms of the sequence are 12, 16, 22, 30, 40, 52, 66, 82 respectively.
(a) The first 8 terms of the sequence are as follows:
a1 = 1 + (1^2) + (2^3) + 2 = 12
a2 = 1 + (2^2) + (2^3) + 3 = 16
a3 = 1 + (3^2) + (2^3) + 4 = 22
a4 = 1 + (4^2) + (2^3) + 5 = 30
a5 = 1 + (5^2) + (2^3) + 6 = 40
a6 = 1 + (6^2) + (2^3) + 7 = 52
a7 = 1 + (7^2) + (2^3) + 8 = 66
a8 = 1 + (8^2) + (2^3) + 9 = 82
(b) Observing the values of a1, a2, a3, a4, and so on, we can see that an > 4n for all n ≥ 3. Hence, a = 3.
(c) We will prove the statement "an > 4n for all integers n ≥ a" using strong induction.
Base case (n=3): a3 = 28 and 28 > 4 * 3 = 12, which is true.
Inductive step: Suppose an > 4n for all integers n = k (k ≥ 3). We need to show that a(k+1) > 4(k+1).
a(k+1) = 1 + (k+1)^2 + (2^3) + (k+1) = 1 + (k^2 + 2k + 1) + (2^3) + (k+1) = an + 2k + 3 > 4k + 3 = 4(k+1)
(d) Observing the values of a1, a2, a3, a4, and so on, we can see that an > 45 for all n ≥ 7. Hence, b = 7.
(e) We will prove the statement "an > 5n for all integers n ≥ b" using strong induction.
Base case (n=7): a7 = 120 and 120 > 7 * 5 = 35, which is true.
Inductive step: Suppose an > 5n for all integers n = k (k ≥ 7). We need to show that a(k+1) > 5(k+1).
a(k+1) = 1 + (k+1)^2 + (2^3) + (k+1) = 1 + (k^2 + 2k + 1) + (2^3) + (k+1) = an + 2k + 3 > 5k + 3 = 5(k+1)
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