Discrete Math.
Write the converse, inverse, and contrapositive of
a) "If Ann is Jan’s mother, then Jose is Jan’s cousin."
b) "If Ed is Sue’s father, then Liu is Sue’s cousin."
c) "If Al is Tom’s cousin, then Jim is Tom’s grandfather."

Answer: I it’s D

Step-by-step explanation:I did the assignment

\(\\ \sf\longmapsto 5.5\Delta t=1.2\Delta t^2\)

\(\\ \sf\longmapsto 5.5=1.2t^2\)

\(\\ \sf\longmapsto t^2=\dfrac{5.5}{1.2}=4.58\)

\(\\ \sf\longmapsto t=2.14\)

Answer:

Equally likely

Step-by-step explanation:

Hope this is right!

Answer: -2x(5y+6)

Step-by-step explanation:

The Cartesian equation for the particle's path is y = (1/3)(x - 1)^2, representing a parabolic curve. The particle moves in the positive x-direction as t increases.

To find the Cartesian equation, we eliminate the parameter t by isolating t in one of the equations and substituting it into the other equation:

From x = 3t + 1, we can solve for t as t = (x - 1)/3.

Substituting this value of t into y = 9t^2, we get y = 9[(x - 1)/3]^2.

Simplifying the equation, we have y = (3/9)(x - 1)^2, which simplifies further to y = (1/3)(x - 1)^2.

The Cartesian equation for the particle's path is y = (1/3)(x - 1)^2. This equation represents a parabolic curve.

To graph the Cartesian equation, plot the points on the graph where x and y satisfy the equation. The graph will show a parabolic curve. Since the parameter t ranges from negative infinity to positive infinity, the particle's path extends infinitely in both directions.

The direction of motion can be determined by analyzing the coefficient of t in the parametric equation for x. In this case, the coefficient is 3, indicating that as t increases, the particle moves in the positive x-direction.

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The power of a significance test refers to the probability of correctly rejecting the null hypothesis when it is false. To increase the power of a significance test, we want to maximize our ability to detect a true effect or difference. Based on this, the factors that can increase the power of a significance test are:

(I) Increase α: The significance level (α) is the threshold used to determine statistical significance. By increasing α, we become more lenient in rejecting the null hypothesis, making it easier to detect a true effect. However, increasing α also increases the chance of making a Type I error (false positive).

(II) Increase the sample size: Increasing the sample size provides more data points, which can improve the precision of the estimate and reduce sampling variability. With a larger sample size, we have a better chance of detecting a true effect, as the estimate becomes more representative of the population. This increases the power of the test.

(III) Decrease the variability of the data: When the data points are less spread out and have lower variability, it becomes easier to identify differences or effects. Decreasing variability increases the signal-to-noise ratio, making it more likely to detect a true effect. This, in turn, increases the power of the test.

Therefore, the correct option is:

e) I, II, and III

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The limit of 25 multiplied by the product of (i-N) where i runs from 1 to N, as N approaches infinity, is equal to 5^N.

The given expression can be rewritten as:

25 × (1 - 5/N) × (1 - 5/(N+1)) × (1 - 5/(N+2)) × ... × (1 - 5/(2N))

As N approaches infinity, each term in the product approaches 1, except for the last term which approaches 0. Thus, we can rewrite the expression as:

25 × (1 - 5/N) × (1 - 5/(N+1)) × (1 - 5/(N+2)) × ... × (1 - 5/(2N)) × (2N/2N)

Simplifying the expression, we get:

25 × [(N-5)/N] × [(N-4)/(N+1)] × [(N-3)/(N+2)] × ... × [(N+4)/(2N+1)] × 1/2

Multiplying and dividing by (N+1), we get:

25 × [(N-5)/(N+1)] × [(N-4)/(N+2)] × [(N-3)/(N+3)] × ... × [(N+4)/(2N+1)] × (N+1)/2(N+1)

Now, we can use the fact that [(N-k)/(N+k)] approaches 1 as N approaches infinity, for any constant k. Thus, the expression becomes:

25 × 1 × 1 × 1 × ... × 1 × (N+1)/2(N+1)

which simplifies to:

5^N / 2

Therefore, the limit of the given expression as N approaches infinity is equal to 5^N / 2.

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The solution to the equation √(2 + 2x) - 6 = 2 when evaluated is x = 31

From the question, we have the following parameters that can be used in our computation:

√(2 + 2x) - 6 = 2

So, we have

√(2 + 2x) = 8

Take the square of both sides

so, we have the following representation

2 + 2x = 64

Evalyate the like terms

2x = 62

Divide by 2

This means that

x = 31

Hence, the solution is x = 31

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Complete question

What is √(2 + 2x) - 6 = 2

Answer:

The answer is 0.46947

Pls mark as brainliest and follow me

Answer:

113.04

Step-by-step explanation:

Given:V = 324 cu

cmh = 9 cm

Since the formula for the volume of a cylinder is V = AreaBase*heightAreaBase = V/height = 324cu cm/ 9 cmAreaBase = 113.04 square centimetresTherefore, the area of the pillar in square centimeters is 113.04

The base area of the cylindrical pillar would be; 113.04 cm²

The volume of the cylinder is the product of the height, pie, and square of the radius.

v = πr²h

where, r = radius, h = height

Therefore,

v = 324π cm³

h = 9cm

Consider find the radius;

324π = 9πr²

r² = 324π  /9π

r² = 36

r = √36

r = 6 cm

Base area of the pillar = πr²

Base area of the pillar = 36π

Base area of the pillar = 36 × 3.14

Base area of the pillar is 113.04 cm²

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The ratio of John's money to Peter's money is 5/4. This means if John has a total amount of 5 then Peter will have a total of 4 as his amount.

Let's assume John has 'x' amount of  money, Peter has 'y' amount of money, The money John saved is 'p' and the money Peter saved is 'q'

So,

p = x - 80x/100                (equation 1)

q = y - 75y/100                (equation 2)

According to the given question, the amount John saved is equal to the amount Peter saved. Hence, we can equate equations 1 and 2.

p = q

x- 80x/100 = y - 75y/100

x - 0.8x = y - 0.75y

0.2x = 0.25y

x =  0.25y/0.2

x/y = 0.25/0.2

x/y = 25/20

x/y = 5/4

Hence, the ratio of John's money to Peter's money is 5/4.

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Answer:

i will help you.......

Answer:

82cm

Step-by-step explanation:

26+26+15+15=82

Answer:

$7.80

Step-by-step explanation:

Multiply 0.4 (that is 40%) by 13

It would be 5.2

So subtract 5.2 from $13.00

7.8

So the CD price would be $7.80 with a 40% discount

Hope this helps you :)

Answer:

$5.20

Step-by-step explanation:

First you needed to multiply 0.40 and 13 so that would give you 5.2 so because you are dealing with money you need to add a two after the 2 in 5.2 to make it $5.20. I hope this helped!

Answer:

6a+2

Step-by-step explanation:

Answer:

(1,3)

Step-by-step explanation:

idk how to explain it to you

Answer:

Which graph shows a set of ordered pairs that represents a function?

On a coordinate plane, solid circles appear at the following points: (negative 5, 4), (negative 3, 2), (negative 1, 3), (1, 1), (1, negative 2), (3, negative 3).

On a coordinate plane, solid circles appear at the following points: (negative 5, 2), (negative 4, negative 4), (negative 3, 4), (negative 2, 2), (2, negative 2), (4, 3).

On a coordinate plane, solid circles appear at the following points: (negative 4, 2), (negative 1, 4), (1, 0), (2, 3), (2, negative 3), (3, 1).

On a coordinate plane, solid circles appear at the following points: (negative 4, 2), (negative 3, negative 4), (negative 3, 4), (negative 2, 1), (2, negative 3), (3, negative 1).(

( 1 ,3)

Step-by-step explanation:

Answer:

2.67

Step-by-step explanation:

Answer:

3rd and 4th one.

Step-by-step explanation:

So we can just do this by simplifying each expression

The expression we are comparing the answers to is:

24

because

(-6) (-4) = 24

So now we just see which ones are equal to 24.

1). -24 (no)

2). -24 (no)

3). 24 (yes)

4). 24 (yes)

Answer:

$500 a week

Step-by-step explanation:

Hope I can help.

Kiaya can make a $25 withdrawal for 11 weeks without incurring a fee.

In mathematics, divides left-hand operands into right-hand operands in the division operation.

Kiaya needs to have at least $100 in her checking account to avoid a fee from the bank. She has $376 in her account now, so she can make $376 - $100 = $276 worth of withdrawals before she will be charged a fee.

Each week, she makes a $25 withdrawal.

To determine the number of weeks she can make this withdrawal before being charged a fee, we divide the total amount she can withdraw ($276) by the amount she withdraws each week ($25).

So, Kiaya can make $276 / $25 = 11 withdrawals before she will be charged a fee.

Therefore, she can make a $25 withdrawal for 11 weeks without incurring a fee.

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Answer:

The possible number of students in Mrs. Hayko's class is limited to 15 or 30, as higher multiples of 15 would exceed the desired class size.

Step-by-step explanation:

a)

Let 'x' be the total number of students in Mrs. Hayko's class.

One-third of the students walk to school: (1/3)x.

The remaining students who do not walk to school: (2/3)x.

Four-fifths of the non-walking students take the bus: (4/5) * (2/3)x.

Simplify to find the fraction of students taking the bus: (8/15)x.

b)

Consider different values for 'x' to find a whole number of students taking the bus.

Start with a small number, such as x = 15.

Calculate the number of students taking the bus using (8/15)x.

If the result is a whole number, it's a possible class size.

Repeat with different values of 'x' until a whole number is obtained.

The possible number of students in Mrs. Hayko's class could be 15, 30, or any other multiple of 15.

Answer:

2,322,775

Step-by-step explanation:

\( a_1=4\\\\

a_i=a_{i-1}+11\\\\

\implies a_2=a_{2-1}+11\\a_2= a_1+11 \\a_2= 4+11 \\a_2= 15\\\\

d = a_2-a_1 \\d= 15-4 \\d= 11\\\\

S_{650}=?\\\\

\implies n = 650\\\\\)

By the formula of sum of an Arithmetic Sequence

\( S_n= \frac{n}{2} [2a_1+(n-1)d]\\\\

S_{650}= \frac{650}{2} [2\times 4+(650-1)\times 11]\\\\

S_{650}= 325 [8+649\times 11]\\\\

S_{650}= 325 [8+7,139]\\\\

S_{650}= 325\times 7,147\\\\

\huge \red {\boxed {S_{650}=2,322,775}} \)

Answer:

One real root (multiplicity 2).

Step-by-step explanation:

-3=x^2+4x+1

x^2 + 4x + 4 = 0

Discriminant = 4^2 - 4*1*4 = 0

There is one real root (multiplicity 2).

The equation has 1 real solution.

The quadratic function is given as:

\(-3=x^2+4x+1\)

Add 3 to both sides of the equation

\(3-3=x^2+4x+1 + 3\)

This gives

\(0=x^2+4x+4\)

Rewrite the equation as:

\(x^2+4x+4 = 0\)

A quadratic equation is represented as:

\(ax^2+bx+c = 0\)

By comparison, we have:

\(a =1\)

\(b =4\)

\(c = 4\)

The discriminant (d) is calculated as:

\(d =b^2 - 4ac\)

So, we have:

\(d =4^2 - 4 \times 1 \times 4\)

\(d =16 - 16\)

Evaluate like terms

\(d = 0\)

Given that the discriminant value is 0, it means that the equation has 1 real solution.

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Answer:

d

Step-by-step explanation:

The scatterplots on option D represents the data shown below

Option D is the correct answer.

A scatterplot is a type of graphical display that is used to represent the relationship between two continuous variables.

In a scatterplot, each point represents the values of the two variables, with one variable being plotted along the x-axis and the other variable being plotted along the y-axis.

The position of each point on the graph represents the values of both variables for that particular observation.

We have,

To create a scatterplot from a given set of data, we plot each data point as a coordinate pair (x,y) on a graph, where x represents the independent variable and y represents the dependent variable.

For the given data set, we have two sets of coordinates:

(1, 26), (2, 33), (3, 15), (4, 4), (5, 30), (6, 35), (7, 9), (8, 35)

and (9, 11), (10, 19), (11, 17), (12, 13)

To create the scatterplot, we first need to determine the range of values for the x and y axes.

We can do this by finding the minimum and maximum values for each variable.

In this case, the x values range from 1 to 12, and the y values range from 4 to 35.

We then draw a set of axes and label them with appropriate scales for the x and y variables.

We plot each point as a coordinate pair (x,y) on the graph, using a symbol such as a dot or a cross to represent each point.

Once all the points have been plotted, we can connect them with a line to show any trends or patterns in the data.

Thus,

The scatterplots on option D represents the data shown below

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Answer: plug -15 in for x and if we get get -9 out because 2/3 of -15 is -10 and -10+1 =-9
we can do the same for the rest of these and we see that they'll come out to the y value

The value of P² + Q² + P · Q including elimination of radical denominators is equal to 13.

Herein we have two irrational terms whose denominators are radical expressions, which can be treated by algebraic handling and properties for radical expressions:

P = (√2 + 1) / (√2 - 1)

P = [(√2 + 1) / (√2 - 1)] · [(√2 + 1) / (√2 + 1)]

P = (√2 + 1)² / (2 - 1)

P = (√2 + 1)²

P = 2 + 2√2 + 1

P = 3 + 2√2

Q = (√2 - 1) / (√2 + 1)

Q = [(√2 - 1) / (√2 + 1)] · [(√2 - 1) / (√2 - 1)]

Q = (√2 - 1)²

Q = 2 - 2√2 + 1

Q = 3 - 2√2

Then, the value of P² + Q² + P · Q is:

M = (3 + 2√2)² + (3 - 2√2)² + (3 + 2√2) · (3 - 2√2)

M = 9 + 12√2 + 8 + 9 - 12√2 - 8 + 3 - 8

M = 9 + 8 + 9 - 8 + 3 - 8

M = 21 - 8

M = 13

The value of P² + Q² + P · Q including elimination of radical denominators is equal to 13.

The statement is poorly formatted and reports typing mistakes, correct form is presented below:

If P = (√2 + 1) / (√2 - 1) and Q = (√2 - 1) / (√2 + 1), then find P² + Q² + P · Q.

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Answer:

D

Step-by-step explanation:

Answer:

At a point on the ground 50 feet from the foot of a tree, the angle of elevation to the top of the tree is 53°. Find the height of the tree to the nearest foot.

I got 50xtan53 = 66.35 nearest foot ? would I use tan or sin since I'm finding the foot of the tree

Step-by-step explanation:

.