Find the number(s)c that satisfy the conclusion of the Mean Value Theorem on the interval (1,4]for the function f(x) = Vx x + 2x

The building's exterior surface area, measured to the closest hundred square feet, is  18356.47 ft² .

The amount of unit squares needed to completely cover a surface area of a figure, without any gaps or overlaps, is its surface area (measured in square units). A three-dimensional figure's flat sides are referred to as the face. The sum of the faces' surface areas constitutes the surface area. (Side) (Side) square units make up the area of a square. The area of a square is equal to d22 square units when the diagonal, d, is provided.

given

The  square surface area

A = \(a^{2} + 2a \sqrt{\frac{a^{2} }{4}+ h^{2} }\)

where, a = base edge length, and h = height

Surface area of the exterior building is

A - (area of base) = \(2a\sqrt{\frac{a^{2} }{4} + h^{2} }\)

required area = ⇒ 2×60×√23400 = 18356.47 ft²

The building's exterior surface area, measured to the closest hundred square feet, is  18356.47 ft² .

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Answer:

The surface area of the exterior of the building is approximately 40700 square feet.

Hope this helps!

Step-by-step explanation:

Answer:

Radius of the circle is 5 units.

Step-by-step explanation:

JKLMN is a regular polygon inscribed in a circle.

Since, its a regular polygon,

JN = NM = 5.88 units

"Perpendicular drawn from the center of the circle to any chord is the bisector of the chord"

Therefore, PQ will be the perpendicular bisector of chord NM.

QM = \(\frac{1}{2}(NM)\)

QM = \(\frac{1}{2}(5.88)\)

QM = 2.94 units

By applying Pythagoras theorem in ΔPQM,

PM² = PQ² + QM²

PM² = (4.05)² + (2.94)²

PM = \(\sqrt{16.4025+8.6436}\)

PM = \(\sqrt{25.0461}\)

PM = 5 units

Therefore, radius of the circle is 5 units.

Answer:

(n-m)/m * 100%

Step-by-step explanation:

The original amount is m

The new amount is n

Take the new amount and subtract the original amount

(n-m)

Divide by the original amount

(n-m)/m

Multiply by 100 %

(n-m)/m * 100%

Answer:

(n-m)/m*100

Step-by-step explanation

trust me its the answer i checked with rsm math homework and it was correct

Answer:

300

Step-by-step explanation:

375 divided by 5=75

Each “1”=75

4x75=300

There are 300 boys.

Hope this makes sense

Answer:

300 boys

Step-by-step explanation:

Let the number of boys = x

Girls: 375

boys : girls = 4 : 5

total in the ratio is 9

girls are 5/9 of total, and are 375

boys are 4/9 of total

5/9 x = 375

x = 375 × 9/5

x = 675

Boys are 4/9 of total.

4/9 × 675 = 300

In a painting class, students will pick sets that show combinations of primary colors.

Primary colors are the basic colors from which all other colors can be created. In traditional color theory, the primary colors are red, blue, and yellow. When these colors are mixed together, they can produce a wide range of secondary and tertiary colors. To create a set of primary colors, students would choose combinations of red, blue, and yellow. For example, they might pick a set that includes pure red, pure blue, and pure yellow, allowing them to mix various shades and hues by combining these primary colors. By experimenting with different proportions and mixing techniques, students can create a vast array of colors using just the primary colors. Understanding the mixing of primary colors is fundamental in art, as it allows artists to achieve the desired color palette and effectively express their creative vision. By learning how primary colors interact and blend, students can develop a strong foundation in color theory and expand their artistic possibilities.

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Step-by-step explanation:

We can use trigonometry to solve this problem. Let's draw a diagram:

```

A - observer (1.5 m above ground)

B - base of the clock tower

C - top of the clock tower

D - intersection of AB and the horizontal ground

E - point on the ground directly below C

C

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B

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A

```

We want to find the height of the clock tower, which is CE. We have the angle of elevation ACD, which is 19 degrees, and the distance AB, which is 100 m. We can use tangent to find CE:

tan(ACD) = CE / AB

tan(19) = CE / 100

CE = 100 * tan(19)

CE ≈ 34.5 m (rounded to 1 decimal place)

Therefore, the height of the clock tower is approximately 34.5 m.

Answer:

its A

Step-by-step explanation:

The dimensions of the kitchen is, 12 ft by 14 ft

Find scale:

\(\frac{0.8in}{4ft} = \frac{1.4 in}{7 ft} = 0.2 \frac{in}{ft}\)

Next lets us find the " real " dimensions on the kitchen:

You need to divide the measurements on the scale drawing by 0.2.

2.4 / 0.2 = 12 ft

2.8 / 0.2 = 14 ft

Answer:

Look below

Step-by-step explanation:

Part A.

Martina is correct. This is because all even numbers have 2 as a factor.

We can use 2 to find the other factor. Let's use x to represent the other factor. We can set up an equation:

2x=62

Divide both sides by 2

x=31

The missing factor is 31

Part B.

Lucas is wrong. This is because a number cannot be both prime and composite.

A prime numbers' only factors are 1 and itself

A composite number has more than 2 factors.

If 15 was both prime and composite, Lucas is contradicting himself because having 2 factors and more than 2 factors at the same time is not possible.

We can also prove him wrong because...

15: 1, 3, 5, 15

Has more than 2 factors (it has 4 factors) therefore it is composite.

Martina is correct because all even numbers have 2 as a factor.

Lucas is incorrect because a number cannot be both prime and composite.

A number with exactly two factors, "1" and the number itself, is referred to as a prime number.

A composite number can be divided by at least one positive integer in addition to being divisible by 1 and the number itself because it has more than two factors.

Given:

We know for even number 2 is most common factor.

Let x represent the other factor.

2x=62

x=31

So, The missing factor is 31

Now,

Lucas is incorrect . This is because a number cannot be both prime and composite.

A prime numbers only factors are 1 and itself and composite number has more than 2 factors.

Lucas would be in contradiction with himself if he claimed that 15 was both prime and composite, as it is impossible to have both two factors and more than two factors simultaneously.

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Answer:

15.05

Step-by-step explanation:

Answer:

Anna will get 350 ZED

Step-by-step explanation:

since jenny is getting 3/8ths of the money, we can find how much money Jenny is getting and subtract that amount from the original total. to find this, take the original amount divided by the denominator then multiplied by the numerator.

for example: 560 / 8 = 70 × 3 = 210

560 - 210 = 350

350 is how much anna will get.

Answer:

<A = 35degrees

<B =90degrees

<C = 55degrees

Step-by-step explanation:

Given the ratios of a triangle as 7:18:11

Total ratio = 7+18+11

Total ratio = 36

Since the smallest angle is 35degrees, hence <A = 35degrees

Get angle B;

<B = 18/36 * 180 (sum of angle in a triangle is 180degrees)

<B = 1/2 * 180

<B = 90degrees

Get angle C;

<C = 11/36 * 180

<C = 11 * 5

<C = 55degrees

Hence the value of A, B and C are 35, 90 and 55 degrees repectively

Answer:

30-3=27

Step-by-step explanation:

Finding the deviation of this is pretty simple

1) Find the mean

By finding the mean, you add the numbers together, and divide the sum by the number of numbers, in this case there are 10 numbers, so divide by 10

2) Subtract the data value, basically adding all of the numbers up, and subtracting it by 3, the mean.

the number sets:

3,1,5,5,2,3,2,3,4,2

mean=

30/10

by finding this, i added the numbers and divided it by the amount of numbers.

This would equal to 3.

Now, all you have to do is subtract 3 from the data value

The data value is 30, subtracted by 3 would be 27

Sorry if I am wrong, I am just 4th grade :(

I am sure I am right, but in case it IS wrong, use the formula in the explanation :)

I might've gotten it wrong because the numbers were unclear, but I think it is correct:)

Answer: 1

Step-by-step explanation:

3+1+5+5+2+3+2+3+4+2= 30

30/10 =3

3 - 3 =0

3 - 1 = 2

3 - 5 =2

3 - 5 =2

3 - 2 = 1

3 - 3 =0

3 - 2 = 1

3 - 3 = 0

3 - 4 = 1

3 - 2 = 1

0+2+2+2+1+0+1+0+1+1

10/10 is 1

On solving the provided question, we can say that - so, percentage - 400/500 X 100 = 80%

A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.

here,

total is 500

obtained is 400

so, percentage - 400/500 X 100 = 80%

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Answer

Check Explanation

Explanation

a ≡ b (mod n)

This means a and b have the same remainder when they are divided by n

So, to check if this question works out, we divide what is on the left hand side and what is on the right hand side by what is after the mod.

1) 67 × 73 ≡ 1 × 3 (mod 5)

4891 ≡ 3 (mod 5)

So, to check,

(4891/5) = 978 remainder 1

(3/5) = 0 remainder 3

The remainders are different.

So, this equation is wrong and does not work.

This equation is false.

2) 83¹⁴⁴ ≡ 15¹⁴⁴ (mod 17)

Noting that it is the units digit that determines the remainder

3 raised to the power of a multiple of 4 gives 81 raised to the power of a positive integer

5 raised to power of a multiple of 4 gives 625 raised to the power of a positive integer

So, using these numbers,

83¹⁴⁴ ≡ 15¹⁴⁴ (mod 17)

81 ≡ 625 (mod 17)

(81/17) = 4 remainder 13

(625/17) = 36 remainder 13

The remainders are the same.

So, this equation is correct and it works.

This equation is true.

Hope this Helps!!!

Answer:

8

Step-by-step explanation:

\(x^2-2x \\x=4\\(4)^2-2(4)\\16-8\\8\)

The equation x³ + 2x² + 5x + 10 = 0 does not factor nicely into linear factors, so the solutions involve complex numbers.

The solutions of the equation x³ + 2x² + 5x + 10 = 0, we can try factoring it. However, in this case, the equation does not have any rational roots or factors that can be factored nicely.

Using techniques such as synthetic division or the rational root theorem, we can determine that there are no rational solutions for this equation. Therefore, the solutions involve complex numbers.

The complex solutions, we can use methods like the cubic formula or numerical methods such as graphing or using a calculator. The complex solutions may involve complex roots or imaginary numbers.

In summary, the equation x³ + 2x² + 5x + 10 = 0 does not have real solutions and requires complex numbers or imaginary roots for its solutions. Further calculation or using numerical methods can help find the specific complex solutions.

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No, X or y-axis scale does not have to always start at zero. In a line chart, it's OK to start the axis at a number other than zero

A line that is used to take or mark measurements is known as an axis in mathematics. Two crucial axes of the coordinate plane are the x and y axes. A horizontal number line is the x-axis, while a vertical number line is the y-axis. The coordinate plane is created by the perpendicular intersection of these two axes.

Given,

No, X or y-axis scale does not have to always start at zero.

A line chart encodes data using location (x, y coordinates), whereas a bar chart represents data using length. In a line chart, it's OK to start the axis at a number other than zero despite many claims that they are always misleading since this minute difference influences how a reader utilizes the chart.

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The new coordinates of the point (-7, -6) are (-6, 7).

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

(x, y) = (-7, -6)

The rule is given as

A rotation of 90° clockwise around the origin.

Mathematically, this can be represented as

(x, y) = (y, -x)

So, we have

Image = (-6, 7)

Hence, the image is (-6, 7)

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The table layout and relationship structure of a relational database is called its schema.

A schema in a relational database refers to the overall structure and organization of tables, their attributes (columns), and the relationships between them. It defines the blueprint for how the data is organized and stored in the database.

The schema includes information such as the table names, column names, data types, constraints, and the relationships established through keys (such as primary keys and foreign keys). It provides a logical representation of the database structure and helps ensure data integrity and consistency.

The schema serves as a guide for creating, modifying, and querying the database tables. It defines the structure that enforces rules and relationships between tables, facilitating data manipulation and retrieval.

By designing a well-defined schema, database administrators and developers can establish the foundation for efficient data storage, retrieval, and management within a relational database system.

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Answer:

The radius of the circle is 5/√2 = (5√2)/2 inches.

Area of circle = π((5√2)/2)^2

= 25π/2 square inches

Area of triangle = (1/2)(5√2)((5√2)/2)

= 25/2 square inches

Area of shaded region

= (25/2)(π - 1) = 26.77 square inches

Total number of three-digit numbers = 6 + 5 + 5 + 5 = 21 numbers.

There are a total of 4 scenarios for forming three-digit numbers containing the digits 2 and 5, but none of the digits 0, 3, 7:

1. Numbers starting with 2 and having 5 in the middle (2_5): There are 6 possible choices for the last digit (1, 4, 6, 8, or 9), resulting in 6 numbers.

2. Numbers starting with 2 and having 5 as the last digit (2_5): There are 5 possible choices for the middle digit (1, 4, 6, 8, or 9), resulting in 5 numbers.

3. Numbers starting with 5 and having 2 in the middle (5_2): There are 5 possible choices for the last digit (1, 4, 6, 8, or 9), resulting in 5 numbers.

4. Numbers starting with 5 and having 2 as the last digit (5_2): There are 5 possible choices for the middle digit (1, 4, 6, 8, or 9), resulting in 5 numbers.

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Answer:

Math is hard and a lot of people hate it because sometimes when math is important and they mess up, they mess up a lot more than just the numbers. Also, some people don't like the big numbers and the algebra involved.

Step-by-step explanation:

The domain of the function is R - {m} and the range of the function is (-∞, ∞).

We are given a function f: R−{n}→R defined by f(x) = (x-n)/(x-m), where m ≠ n.

To find the domain of the function, we need to consider the values of x for which the denominator (x-m) is zero. Since m ≠ n, we have m - n ≠ 0, and therefore the function is defined for all x except x = m.

Therefore, the domain of the function is R - {m}.

To find the range of the function, we can consider the behavior of the function as x approaches infinity and negative infinity. As x approaches infinity, the numerator (x-n) grows without bound, while the denominator (x-m) also grows without bound, but at a slower rate. Therefore, the function approaches positive infinity.

Similarly, as x approaches negative infinity, the numerator (x-n) becomes very negative, while the denominator (x-m) also becomes very negative, but at a slower rate. Therefore, the function approaches negative infinity.

Thus, we can conclude that the range of the function is (-∞, ∞).

In summary, the domain of the function is R - {m} and the range of the function is (-∞, ∞).

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The statement is false. The arc length of the curve defined by x = 4(3 + y)² on the interval [1, 4] is not approximately 131 units.

To find the arc length of a curve, we use the formula ∫ √(1 + (dx/dy)²) dy, where the integral is taken over the given interval.

In this case, the equation x = 4(3 + y)² represents a parabolic curve. By differentiating x with respect to y and substituting it into the arc length formula, we can calculate the exact arc length over the interval [1, 4].

However, it is clear that the arc length of the curve defined by x = 4(3 + y)² cannot be approximately 131 units, as this would require a specific calculation using the precise integral formula mentioned above.

Therefore, the statement is false, and without further calculations, we cannot determine the exact arc length of the given curve on the interval [1, 4].

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Wireshark is the tool used to capture data packets over time, either continuously or overnight.

Wireshark is a powerful network protocol analyzer that allows you to capture and examine data packets flowing through a network. It provides a comprehensive set of features for capturing, analyzing, and interpreting network traffic.

With Wireshark, you can capture packets from various network interfaces and save them to a capture file for later analysis. It supports capturing packets in real-time, allowing you to monitor network activity as it happens.

Wireshark offers detailed packet-level inspection, allowing you to examine packet headers, payloads, protocols, and other relevant information.

Furthermore, Wireshark supports numerous protocols and provides protocol-specific decoders to interpret and analyze different network protocols. It also offers advanced features like packet coloring, statistical analysis, packet comparison, and the ability to export captured data for further analysis or sharing with others.

Overall, Wireshark is widely used by network administrators, security professionals, and developers to diagnose network issues, troubleshoot problems, analyze network performance, and investigate security incidents by capturing and analyzing data packets over time.

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Answer:

decimal: .6

fraction: 3/5

Therefore , the solution of the given problem of variable comes out to be  a system of linear equations may have a single unique solution or an infinite number of solutions.

A variable is a characteristic that can be measured and given various values. Variables include factors like height, age, salary, province of being born, scholastic expression status, and style of housing.

Here,

A set of linear equations will have an infinite number of solutions if each equation's constant as well as variable coefficients are the same.

On the other hand, a system of linear equations won't have a solution if each equation has a distinct constant or variable coefficient and

those coefficients cannot be rearranged to produce a system of equations with identical coefficients in each equation.

Finally, depending on the particular coefficients and equations, a system of linear equations may have a single unique solution or an infinite number of solutions

if each equation contains different constant or variable coefficients but the coefficients can be rearranged to produce a system of formulas with the same coefficients in each equation.

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