The translation used to create the image A'B'C'D', from the pre-image, ABCD is; 7 units to the right
What is a translation transformation?A translation transformation is one in which the location of the points on the pre-image is changes but the size, and orientation of the pre-image is preserved.
The coordinates of the vertices of the polygon ABCD are; (1, 5), (3, 1), (7, 1), (5, 5)
The coordinates of the vertices of the polygon A'B'C'D' are; (8, 5), (10, 1), (14, 1), (12, 5)
Whereby the vertices of the image and the preimage are;
A(1, 5), B(3, 1), C(7, 1), D(5, 5), and A'(8, 5), B'(10, 1), C'(14, 1), D'(12, 5), the difference in the x and y-values indicates;
A' - A = (8 - 1, 5 - 5) = (7, 0)
B' - B = (10 - 3, 1 - 1) = (7, 0)
C' - C = (14 - 7, 1 - 1) = (7, 0)
D' - D = (12 - 5, 5 - 5) = (7, 0)
Therefore, the transformation used to create the image A'B'C'D' from the pre-image, ABCD is a translation; 7 units to the right
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Ejercicio 1.9. En el ΔPQR, A y B son los puntos medios de PQ y RQ respecvamente.
Si RP = 16, m∠P = 58° y m∠Q = 38°, obtenga
AB y m∠BAQ.
The length of line segment AB is equal to 8 units.
The magnitude of m∠BAQ is equal to 58°.
What is a perpendicular bisector?In Mathematics and Geometry, a perpendicular bisector can be defined as a line that bisects or divides a line segment exactly into two (2) equal halves and forms an angle that has a magnitude of 90 degrees at the point of intersection.
This ultimately implies that, the length of line segment AB can be calculated by using the following mathematical equation;
RP = 2AB
AB = RP/2
AB = 16/2
AB = 8 units.
Since A and B are the midpoints of PQ and RQ respectively, we have the following angles;
m∠P + m∠Q + m∠R = 180° (sum of all interior angles of ∆PQR)
58° + 38° + m∠R = 180°
m∠R = 180° - (58° + 38°)
m∠R = 84°
Since PR || AB, we have;
m∠R = m∠ABQ = 84° (corresponding angles).
m∠Q + m∠ABQ + m∠BAQ = 180° (sum of all interior angles of ∆ABQ).
m∠BAQ = 180° - (84° + 38°)
m∠BAQ = 180° - 122°
m∠BAQ = 58°.
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Complete Question:
In the ΔPQR, A and B are the midpoints of PQ and RQ respectively. If RP = 16, m∠P = 58°, and m∠Q = 38°, obtain AB and m∠BAQ.
A factory uses 4 5/6 barrels of raisins in each batch of granola bars. Yesterday, the factory used 9 2/3 barrels of raisins. How many batches of granola bars did the factory make yesterday?
Answer:
To find the number of batches of granola bars the factory made, we need to divide the total amount of raisins used by the number of raisins used per batch.
First, we need to convert the mixed numbers to improper fractions:
4 5/6 = 29/6
9 2/3 = 29/3
Next, we can divide:
29/3 ÷ 29/6 = 29/3 x 6/29 = 6
Therefore, the factory made 6 batches of granola bars yesterday.
PLEASE HELP ME WITH THIS!!!!! I NEED HELP! A backyard pool is in the shape of a rectangle. The pool has a perimeter of 90 feet and and area of 500ft^2. which of the following could he the pools length and width? 1) 15 feet and 30 feet 2)10 feet and 35 feet 3) 50 feet and 10 feet 4) 25 feet and 20 feet.
Answer:3) 50 feet and 10 feet
Step-by-step explanation: Multiply every single choice
Answer:
4)
Step-by-step explanation:
Let x1 = length; x2 = width
+) x1 × x2 = 500
+) 2(x1 + x2) = 90 => x1 + x2 = 45
=> x1 and x2 are the roots of equation: [tex]x^2-45x+500=0[/tex]
=> x1 = 25; x2 = 20
Four lines are drawn on a coordinate plane to form trapezoid WXYZ.
A coordinate grid with 4 lines. Line X W is drawn with point W at (negative 4, 1) and passes through (0, 2) with and (3, 3). Line Y X is drawn with point Y at (3, 0) and passes through (0, 3). Line Z W is drawn with point Z at (0, negative 3) and point W at (negative 4, 1). LIne Z Y is drawn with point Y at (3, 0) and point Z at (0, negative 3).
Which statements are true about the lines? Select three options.
Line WZ has the same slope as line XY.
Line YX has a greater slope than line ZY.
Line XW has a lesser slope than line YZ.
Line ZW has the same y-intercept as line YZ.
Line XY has a lesser y-intercept than line XW
The three statements that are true about the lines are: Line WZ has the same slope as line XY. Line YX has a greater slope than line ZY, and Line XW has a lesser slope than line YZ.
What is slope-intercept form?A linear equation has the form y = mx + b, where m is the slope of the line and b is the y-intercept, or the y-coordinate of the line's intersection with the y-axis. The slope measures how steep a line is, or how quickly the y-coordinate changes for every unit change in the x-coordinate. A line has a positive slope if it is moving upward from left to right, and a negative slope if it is moving downward. The line's intersection point with the y-axis, or the value of y when x is equal to 0, is known as the y-intercept.
Because both lines travel through the same point (0, -3) and have a slope of 1/3, line WZ and line XY have the same slope.
Given that both lines pass through the same point (3, 0), line YX has a bigger slope than line ZY.
Because line XW passes through points (-4, 1) and (3, 3), which have a little change in y over a large change in x, as opposed to line YZ, which passes through points (0, -3) and (3, 0), which have a large change in y over a small change in x, line XW has a lower slope than line YZ.
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Answer:
A. B. C.
Step-by-step explanation:
In the first 5 years of the 1940s, how many acres expanded for wheat production
in the Great Plains? How did much more was the land being sold for?
The exact acreage of wheat expansion during the first 5 years of the 1940s would require access to historical data .Land prices increased significantly due to the high demand for wheat and the increased production.
Which regions are included in Great Plains?The Great Plains region includes parts of the United States and Canada, specifically the central and western portions of North America. In the United States, it includes parts of Montana, North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Texas, Colorado, Wyoming, and New Mexico. In Canada, it includes parts of Alberta, Saskatchewan, and Manitoba.
During the 1940s, the Great Plains region of the United States, which includes states such as Kansas, Nebraska, Oklahoma, and parts of other surrounding states, experienced a significant expansion in wheat production. This period is often referred to as the "wheat boom" era.
During the early 1940s, there was a high demand for wheat due to World War II, as wheat was a staple crop used to feed soldiers and provide food aid to war-torn regions. This resulted in increased wheat production in the Great Plains region. However, the exact acreage of wheat expansion during the first 5 years of the 1940s would require access to historical data .
As for the prices of land being sold during that time, it is also difficult to provide precise information without specific data. Land prices can vary depending on various factors such as location, quality of land, demand, and economic conditions. However, it is generally known that during the wheat boom era of the 1940s, land prices in the Great Plains region increased significantly due to the high demand for wheat and the increased production. The exact percentage of increase would require access to historical data and research.
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The length of a rectangle is 2 units more than the width. The area of the rectangle is
24 square units. What is the width, in units, of the rectangle?
The width of the rectangle is 4 units.
What is rectangle?
Rectangle is a four sided polygon or specifically a particular type of parallelogram having two opposite sides are equal and one angle is right angle that is 90°. It has four vertices and two diagonals intersect each other.
Given that,
The length of a rectangle is 2 units more than the width.
Let, the width of the rectangle is w units.
Then the length of the rectangle is w+2 units.
Area of any rectangle is length × width
= (w+2)×w square units
Given that,
The area of the rectangle is 24 square units.
Equating both the values we get,
w(w+2)= 24
We have to solve the equation for w.
Multiplying the bracket term with w we get,
w²+ 2w = 24
⇒ w² + 2w- 24=0
⇒ (w+6)(w-4)=0
so either w= -6 or w=4
As width cannot be negative so w= 4.
Hence, the width of the rectangle is 4 units.
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the difference of 25 and a number?
Answer: 30 and 5
Step-by-step explanation:
Need help with this (SERIOUS ANSWERS ONLY)
Answer: d=10
Step-by-step explanation:
7. Suppose you begin to work selling ads for a newspaper. You will be paid $50/wk plus a
minimum of $7.50 for each potential customer you contact. What is the least amount of
money you earn after contacting eight businesses in 1 wk?
Answer: 50 Dollars
Step-by-step explanation:
Minimum pay: $50 / week
Bonus: $7.5 or more / Potential Customer
The least amount of money you can earn after contacting eight businesses in 1 week is $50, since there is a possibility none of the eight businesses you contacted is a potential customer.
Feel free to correct me if I'm wrong :)
Explain Why 387 is not a term of the sequence
Answer:
In order to determine whether 387 is a term of a sequence, we need to know the rule or formula for generating the sequence. Without this information, it is not possible to determine whether 387 is a term of the sequence or not.
If we assume that the sequence is an arithmetic sequence, where each term is obtained by adding a fixed constant to the previous term, we can use the following formula to determine whether 387 is a term of the sequence:
an = a1 + (n-1)d
where a1 is the first term of the sequence, d is the common difference between consecutive terms, and n is the term we are trying to find.
If we substitute the values for the first few terms of the sequence, we can check whether 387 is a term or not. For example, if the first few terms of the sequence are:
a1 = 3
a2 = 8
a3 = 13
a4 = 18
and so on, with a common difference of 5 between consecutive terms, we can use the formula to find the value of the 129th term of the sequence:
a129 = a1 + (129-1)d
a129 = 3 + 128(5)
a129 = 643
Since 387 is not equal to 643, it is not a term of this sequence. However, without knowing the rule or formula for generating the sequence, it is impossible to say for certain whether 387 is a term or not.
A fruit basket contains 12 apples and 7 pears. How many pears do you need to add to the basket to make the ratio of apples to pears as 2:3?
Answer:
35 pears
Step-by-step explanation:
To make the ratio of apples to pears in the fruit basket 2:3, we need to find out how many pears we need to add.
The current ratio of apples to pears is 12:7. To make it 2:3, we need to multiply both sides of the ratio by a common factor that will transform 12 into 2 and 7 into 3.
Let's find that common factor:
12 : 2 = 6
7 : 3 = 2.333...
Since 12 can be transformed into 2 by dividing by 6, and 7 can be transformed into 3 by multiplying by 2, the common factor is 6.
Now, let's multiply both sides of the original ratio by 6:
12 * 6 : 7 * 6 = 72 : 42
So, the ratio of apples to pears after adding the appropriate number of pears to the basket to make it 2:3 would be 72:42.
To find out how many pears we need to add, we can subtract the current number of pears (7) from the desired number of pears (42):
42 - 7 = 35
Therefore, we need to add 35 pears to the basket to make the ratio of apples to pears 2:3.
which expression has a value between -4 and -3
One expression that has a value between -4 and -3 is (-7/2) - 3.
What is expression?Expression in math is a combination of numbers, symbols, and operations that represent a value, quantity, or an idea. Expressions can be used to represent equations, relationships between quantities, solutions to problems, and more. They can also be used to represent functions, which are a special type of expression that assign a unique output to a given input.
This expression can be simplified to (-1/2) - 3, which evaluates to -3.5. This value is between -4 and -3, as desired.
To confirm this, we can plug -3.5 into the original expression and see that it evaluates to -3.5: (-7/2) - 3 = -7/2 - 3 = -7/2 + (-3) = -7/2 - 3(-1/2) = -7/2 - (-3/2) = -7/2 + 3/2 = -7 + 3/2 = -7/2 + 3 = -4 + 3 = -1/2 = -3.5.
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In ΔHIJ, i = 550 inches, h = 460 inches and ∠H=159°. Find all possible values of ∠I, to the nearest degree.
Find a formula for the exponential function passing through the points
(-3, 5/8 ) and (3, 40).
The exponential function is y=5.[tex]2^x[/tex].
What is exponential function?
A mathematical function called an exponential function is employed frequently in everyday life. It is mostly used to compute investments, model populations, determine exponential decline or exponential growth, and so forth.
Here the exponential function is [tex]y=ab^x[/tex]
Since (-3,5/8) is on the graph, -[tex]\frac{5}{8}[/tex]=[tex]ab^{-3}[/tex] -----> 1
Since (3, 40) is on the graph, 40=[tex]ab^3[/tex] ------> 2
So, [tex]\frac{ab^3}{ab^{-3}}=\frac{40}{\frac{-5}{8}}[/tex]
=> [tex]b^{3+3}=8\times8[/tex]
=> [tex]b^6=2^6[/tex]
=> b = 2
put b=2 into 2 then,
=> 40= [tex]a\times2^3[/tex]
=> 8a=40
=> a =5
Then the exponential function is y=5.[tex]2^x[/tex].
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Q6 : "Social media has become a ubiquitous part of modern life, allowing people to connect with friends, family, and strangers from all around the world. However, social media use has been linked to a number of negative mental health outcomes, including increased rates of depression, anxiety, and stress. This is due in part to the constant pressure to present a perfect image of oneself, leading to feelings of inadequacy and self-doubt. Additionally, the endless stream of news and information on social media can be overwhelming and lead to feelings of information overload and burnout. However, not all social media use is negative. Research has also shown that social media can be a valuable tool for promoting social support and connection, particularly among marginalized communities. It can also be a source of education and awareness, allowing people to learn about important issues and engage with social and political causes." What is one negative mental health outcome associated with social media use?"
Increased social support and connection
Greater awareness of social and political issues
Higher rates of depression and anxiety
Improved self-esteem and self-worth
Higher rates of depression and anxiety are one negative mental health outcome associated with social media use
Social media and modern life:The paragraph discusses the role of social media in modern life and its impact on mental health. It notes that social media has become a ubiquitous part of life that allows people to connect with others from around the world, including friends, family, and strangers.
However, the paragraph goes on to mention that social media use has been linked to negative mental health outcomes such as depression, anxiety, and stress.
These negative outcomes may be due to the pressure individuals feel to present a perfect image of themselves online, leading to feelings of inadequacy and self-doubt.
Despite these negative outcomes, the paragraph notes that social media can also be valuable for promoting social support and connection, especially among marginalized communities.
Furthermore, it can be a source of education and awareness, allowing people to learn about important social and political issues and engage with them.
Hence,
Higher rates of depression and anxiety are one negative mental health outcome associated with social media use
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Use the image to determine the line of reflection.
An image of polygon VWYZ with vertices V at negative 7, negative 2, W at negative 7, negative 4, Y at negative 1, negative 4, and Z at negative 1, negative 2. A second polygon V prime W prime Y prime Z prime with vertices V prime at 11, negative 2, W prime at 11, negative 4, Y prime at 5, negative 4, and Z prime at 5, negative 2.
Reflection across the x-axis
Reflection across the y-axis
Reflection across y = −2
Reflection across x = 2
An image of polygon VWYZ has a line of reflection across the x-axis. So option A is correct.
What is the line of reflection?In geometry, the line of reflection is the line over which a figure is reflected. When a point is reflected over a line, it moves the same distance on the opposite side of the line. The line of reflection is perpendicular to the figure at the point of reflection and is equidistant from the figure and its reflection.
What is a polygon?A polygon is a closed two-dimensional shape with straight sides. The sides are line segments that intersect only at their endpoints, called vertices. Polygons can have any number of sides, but they must have at least three. Common examples of polygons include triangles, squares, rectangles, pentagons, hexagons, and octagons.
What is the formula for the line of reflection?The formula for the line of reflection in a Cartesian coordinate system is:
x = a
where a is the equation of the line of reflection.
This formula represents a vertical line that passes through the point (a, 0) and reflects points across the line of reflection to their corresponding images on the other side.
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Answer:
reflection across x=2
Step-by-step explanation:
the picture should be able to explain itself! :)))
Working with Actual Interest Earned
Daniela puts $550 in a CD that earns 3.5% APR, compounded quarterly,
for 2 years. She is taxed at a rate of 15% on the interest she earns.
The total amount of interest is $33.75.
What percentage of the original principal is this?
We can use the procedures below to calculate what proportion of the original principal the overall amount of interest represents. This total amount of interest received corresponds to about 5.34% of the initial investment.
What is an interest?Divide the principal even by rate of interest, the time period, and other factors to arrive at simple interest. Simple return Equal principal + interests + hours is the marketing formula.The most typical technique to figure out interest is to use a portion of the principal sum. He would only pay his share of the 100% interest, for example, if somebody borrows $100 from the a partner and pledges to repay the loan with 5% interest. $x (0.05) = $5. When, you must pay interest.when you lend money after borrowing it and adding interest. Interest is often determined as an indicator of the overall of the loan total. The interest rate of the loan is the name given to this percentage.
Determine the total interest that was earned in Step 1.
It states that $33.75 was earned in interest overall.
Step 2: Determine the interest generated before to taxes.
The sum of the interest earned after tax can be determined by dividing the entire sum of the interest by (1 + rate of taxation), where the rate of tax is given as a decimal. Daniela was subject to a tax of 15% on the investment earnings. The tax rate in this instance is 15%, which really is equal to 0.15.
Interest gained before taxes is equal as $33.75 / (1 Plus 0.15), that results in a value of $29.35.
3. Determine the initial principal.
The $550 that Daniela first put into the CD is referred to as the original primary.
Compute the proportion of the initial principle in step four.
By dividing the sum of interest generated after tax by the original principal and multiplying the result by 100 as express it as a percentage, one can determine what proportion of the original principal the entire amount of interest represents.
(Interest paid before taxation / Original principal) / 100 equals the percentage of the original principal.
= ($possess / $550) w x 100
≈ 5.34%
Hence, the total interest earned is equivalent to roughly 5.34% of the initial capital.
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Suppose Fatima went to buy a $25,000 car and wanted to own it after 5 years. If she got a
4.7% interest rate, what is her monthly payment?
Therefore, Fatima's monthly payment would be $460.23.
What is interest?Interest is the amount of money that is charged by a lender to a borrower for the use of money or a loan. It is usually calculated as a percentage of the principal amount (the amount of money borrowed) and can be either simple or compound, depending on the type of loan. Interest is typically paid by the borrower to the lender over a set period of time, such as monthly, quarterly, or annually. The interest rate can be fixed or variable, and is determined by a variety of factors including the borrower's creditworthiness, the amount of the loan, and the length of the repayment period.
Here,
To calculate the monthly payment for a car loan, we need to use the formula:
M = P [ i(1 + i)ⁿ] / [ (1 + i)ⁿ – 1]
Where:
M = monthly payment
P = principal (the amount of the loan)
i = monthly interest rate (annual interest rate divided by 12)
n = number of months
First, we need to calculate the monthly interest rate:
i = 4.7% / 12
= 0.003917
Next, we need to calculate the number of months:
n = 5 years x 12 months/year
= 60 months
Now, we can plug in the values and solve for M:
M = 25,000 [ 0.003917(1 + 0.003917)⁶⁰ ] / [ (1 + 0.003917)⁶⁰ – 1]
M = $460.23 (rounded to the nearest cent)
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How many 5 digit numbers can be formed?
Answer:
Step-by-step explanation:
a lot (90,000) (i think)
Solve the following methods:
a) y''-2y'-3y= e^4x
b) y''+y'-2y=3x*e^x
c) y"-9y'+20y=(x^2)*(e^4x)
Answer:
a) To solve the differential equation y''-2y'-3y= e^4x, we first find the characteristic equation:
r^2 - 2r - 3 = 0
Factoring, we get:
(r - 3)(r + 1) = 0
So the roots are r = 3 and r = -1.
The general solution to the homogeneous equation y'' - 2y' - 3y = 0 is:
y_h = c1e^3x + c2e^(-x)
To find the particular solution, we use the method of undetermined coefficients. Since e^4x is a solution to the homogeneous equation, we try a particular solution of the form:
y_p = Ae^4x
Taking the first and second derivatives of y_p, we get:
y_p' = 4Ae^4x
y_p'' = 16Ae^4x
Substituting these into the original differential equation, we get:
16Ae^4x - 8Ae^4x - 3Ae^4x = e^4x
Simplifying, we get:
5Ae^4x = e^4x
So:
A = 1/5
Therefore, the particular solution is:
y_p = (1/5)*e^4x
The general solution to the non-homogeneous equation is:
y = y_h + y_p
y = c1e^3x + c2e^(-x) + (1/5)*e^4x
b) To solve the differential equation y'' + y' - 2y = 3xe^x, we first find the characteristic equation:
r^2 + r - 2 = 0
Factoring, we get:
(r + 2)(r - 1) = 0
So the roots are r = -2 and r = 1.
The general solution to the homogeneous equation y'' + y' - 2y = 0 is:
y_h = c1e^(-2x) + c2e^x
To find the particular solution, we use the method of undetermined coefficients. Since 3xe^x is a solution to the homogeneous equation, we try a particular solution of the form:
y_p = (Ax + B)e^x
Taking the first and second derivatives of y_p, we get:
y_p' = Ae^x + (Ax + B)e^x
y_p'' = 2Ae^x + (Ax + B)e^x
Substituting these into the original differential equation, we get:
2Ae^x + (Ax + B)e^x + Ae^x + (Ax + B)e^x - 2(Ax + B)e^x = 3xe^x
Simplifying, we get:
3Ae^x = 3xe^x
So:
A = 1
Therefore, the particular solution is:
y_p = (x + B)e^x
Taking the derivative of y_p, we get:
y_p' = (x + 2 + B)e^x
Substituting back into the original differential equation, we get:
(x + 2 + B)e^x + (x + B)e^x - 2(x + B)e^x = 3xe^x
Simplifying, we get:
-xe^x - Be^x = 0
So:
B = -x
Therefore, the particular solution is:
y_p = xe^x
The general solution to the non-homogeneous equation is:
y = y_h + y_p
y = c1e^(-2x) + c2e^x + xe^x
c) To solve the differential equation y" - 9y' + 20y = x^2*e^4x, we first find the characteristic equation:
r^2 - 9r + 20 = 0
Factoring, we get:
(r - 5)(r - 4) = 0
So the roots are r = 5 and r = 4.
The general solution to the homogeneous equation y" - 9y' + 20y = 0 is:
y_h = c1e^4x + c2e^5x
To find the particular solution, we use the method of undetermined coefficients. Since x^2*e^4x is a solution to the homogeneous equation, we try a particular solution of the form:
y_p = (Ax^2 + Bx + C)e^4x
Taking the first and second derivatives of y_p, we get:
y_p' = (2Ax + B)e^4x + 4Axe^4x
y_p'' = 2Ae^4x +
14 points!! PLEASE HELP MARKING BRAINLIST
Answer:
x = 58.03°
Step-by-step explanation:
Given:
17 cm is the length of the hypotenuse9 cm is the length of the adjacent sideSolve for x:
cos x = adjacent / hypotenusex = [tex]cos^{-1}(\frac{adjacent}{hypotenuse})[/tex]1. [tex]x=cos^{-1}(\frac{9}{17})=58.03[/tex]
Answer:
So, the measure of angle x is equal to 58.03.
The manager of Tea for Us has been ordering stock based on the assumption that 51% of her customers prefer black teas. The following hypotheses are given:
H0: p = 0.51
H1: p ≠ 0.51
She sampled 158 of her customers and found that only 41% of those preferred black teas. At the 0.10 significance level, can the null hypothesis be rejected?
a. State the decision rule. (Negative answer should be indicated by a minus sign. Round the final answers to 2 decimal places.)
(Click to select)
H0
(Click to select)
H1 if z >
or z <
.
b. Compute the value of the test statistic. (Negative answer should be indicated by a minus sign. Round your answer to 2 decimal places.)
Value of the test statistic
-2.05
c. What is your decision regarding the null hypothesis?
The null hypothesis is
(Click to select)
.
a. The decision rule for this hypothesis test is: Reject H0 if the test statistic z is less than -1.645 or greater than 1.645. b. The test statistic for this hypothesis test is: -2.05.
What is hypothesis?In statistics, a hypothesis is an assumption or claim about a population parameter that can be tested by collecting and analyzing sample data.
According to given information:
a. The decision rule for this hypothesis test is:
Reject H0 if the test statistic z is less than -1.645 or greater than 1.645.
b. The sample proportion of customers who prefer black teas is:
= 0.41
The population proportion under the null hypothesis is:
p = 0.51
The sample size is:
n = 158
The test statistic for this hypothesis test is:
[tex]z = ( - p) / \sqrt(p * (1 - p) / n)[/tex]
[tex]= (0.41 - 0.51) / \sqrt(0.51 * 0.49 / 158)[/tex]
[tex]= -2.05[/tex]
c. The test statistic z of -2.05 is less than the critical value of -1.645, so we can reject the null hypothesis H0. At the 0.10 significance level, there is enough evidence to suggest that the proportion of customers who prefer black teas is not 0.51, and the manager of Tea for Us should consider adjusting their stock orders accordingly.
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A satellite calculates the distances and angle shown in the figure below (not to scale).Find the distance between the two cities. Round to the nearest tenth.
The distance between city A and city B is approximately 442.3 km.
What is the law of cosine?
The Law of Cosines, also known as the Cosine Rule, is a mathematical formula that relates the lengths of the sides of a triangle to the cosine of one of its angles. Specifically, it states that:
c² = a² + b² - 2ab cos(C).
We can use the Law of Cosines to find the distance between City A and City B. Let's call this distance d.
From the information given, we know that:
The distance between the satellite and city A is 450 km.
The distance between the satellite and city B is 340 km.
The angle between city A, the satellite, and city B is 1.5 degrees.
Using the Law of Cosines, we have:
d² = 450² + 340² - 2(450)(340)cos(1.5)
d² = 202500 + 115600 - 2(450)(340)cos(1.5)
d² = 318100 - 122328.8
d² = 195771.2
d = √195771.2
d ≈ 442.3
Therefore, the distance between city A and city B is approximately 442.3 km (rounded to the nearest tenth).
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Will mark brainliest if answer is correct
Using factorization and simplifying the equations, the points of intersections are (-2, 0), ( [ -1 - 3√(7) ] / 2, 4[ -1 - 3√(7) ] / 2 - 11 ) and ( [ -1 + 3√(7) ] / 2, 4[ -1 + 3√(7) ] / 2 - 11 )
What is the points of intersection of both functionsWe are given two equations:
y = 4x² - 3x + 3
y = x³ + 7x² - 3x + d
and we know that they intersect at x = -4, so we can substitute -4 for x in both equations:
y = 4(-4)² - 3(-4) + 3 = 49
y = (-4)³ + 7(-4)² - 3(-4) + d = -64 + 112 + 12 + d = 60 + d
So, at x = -4, we have y = 49 and y = 60 + d. Since the graphs intersect, these two equations must be equal:
49 = 60 + d
Solving for d, we get:
d = -11
Therefore, the two equations become:
y = 4x² - 3x + 3
y = x³ + 7x² - 3x - 11
We can now set them equal to each other:
4x² - 3x + 3 = x³ + 7x² - 3x - 11
Simplifying and rearranging, we get:
x³ + 3x² - 8x - 14 = 0
We can try to factor this expression by testing possible roots. One possible root is x = 2, because if we substitute 2 for x, we get:
2³ + 3(2)² - 8(2) - 14 = 8 + 12 - 16 - 14 = -10
Since this expression evaluates to a non-zero value, x = 2 is not a root. Similarly, we can test x = -1:
(-1)³ + 3(-1)² - 8(-1) - 14 = -1 + 3 + 8 - 14 = -4
This expression also evaluates to a non-zero value, so x = -1 is not a root. Finally, we can test x = -2:
(-2)³ + 3(-2)² - 8(-2) - 14 = -8 + 12 + 16 - 14 = 6
This expression evaluates to zero, so x = -2 is a root. Using long division or synthetic division, we can divide the cubic polynomial by x + 2 to get:
x³ + 3x² - 8x - 14 = (x + 2)(x² + x - 7)
The quadratic factor x² + x - 7 can be factored using the quadratic formula, giving us:
x² + x - 7 = [ -1 ± √(1 + 4*7) ] / 2
= [ -1 ± 3√(7) ] / 2
Therefore, the three intersection points are:
(-2, 0)
( [ -1 - 3√(7) ] / 2, 4[ -1 - 3√(7) ] / 2 - 11 )
( [ -1 + 3√(7) ] / 2, 4[ -1 + 3√(7) ] / 2 - 11 )
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Which equation shows how to find a percentage?
O
part
10
=
percent
100
part
100
=
percent
10
percent
whole
=
part
whole
percent
whole
part
whole
The equation that shows how to find a percentage is:
part/whole = percent/100
This equation can be used to solve for any of the three variables, given the values of the other two.
!!please help will give brainlist!!
Determine the value of each variable. Write answers in simplest radical form.
Answer:
9)
[tex]x = 16[/tex]
[tex]y = 8 \sqrt{3} [/tex]
10)
[tex]x = 8[/tex]
[tex]y = 8 \sqrt{2} [/tex]
Write an expression for the total length of the line segments, and simplify it. z z 8 and x x x
None of the given numbers make the equation 8/y² + 2 true
What is algebra?
Algebra is a branch of mathematics that deals with mathematical operations and symbols used to represent numbers and quantities in equations and formulas. It involves the study of variables, expressions, equations, and functions.
To solve this problem, we can substitute each of the given numbers (0, 1, 2, 3, 4) for y in the equation 8/y² + 2 and see if the equation is true.
Substituting y=0 would make the denominator of the fraction zero, which is undefined, so y=0 is not a valid choice.
Substituting y=1 would give us:
8/1² + 2 = 8 + 2 = 10
So, 1 is not the answer.
Substituting y=2 would give us:
8/2² + 2 = 8/4 + 2 = 2 + 2 = 4
So, 2 is not the answer.
Substituting y=3 would give us:
8/3² + 2 = 8/9 + 2 = 0.888 + 2 = 2.888
So, 3 is not the answer.
Substituting y=4 would give us:
8/4² + 2 = 8/16 + 2 = 0.5 + 2 = 2.5
So, 4 is not the answer.
Therefore, none of the given numbers make the equation 8/y² + 2 true.
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please help me with my math
Answer:
14.4
Step-by-step explanation:
percentage for corn =30
total no. of acres of the land=48
=30 × 48
100
=14.4
Lily has 4 cup of grape juice and Lela hqs 7 cup of orange juice they combine the juice to make punch juice how many 1/2 cup serving of punch juice can they make?
If $r=9$ and $4r+3s=75$, what is the value of $s$? asap answer i only have like 1 hour to answer 50 questions
Answer:
the value of $s$ is 13.
Step-by-step explanation:
We are given that $r=9$ and $4r+3s=75$. We can use the value of $r$ to find $s$.
Substituting $r=9$ into the second equation, we get:
$4(9) + 3s = 75$
Simplifying the left-hand side, we get:
$36 + 3s = 75$
Subtracting 36 from both sides, we get:
$3s = 39$
Dividing both sides by 3, we get:
$s = 13$
Therefore, the value of $s$ is 13.