Find the value of x.

Answer:

17/12

Step-by-step explanation:

3/4 = x - 4/6

Add 4/6 to both sides.

3/4 + 4/6 = x - 4/6 + 4/6

simplify:

17/12 = x

Therefore, x = 17/12

d

Step-by-step explanation:

first do the x, you see x^2-8x so you first want to do (x-4)^2. But then you will see we have created an +16 so wee -16 and then we get (x-4)^2+y^2-9. There is no y to the first power term, therefore you choose d after moving 9 to the Right hand side.

The table of values that represents exponential decay is (c)

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

The table of values

An exponential function is represented as

y = abˣ

Where

Rate = b

When the rate is less than 1, then the table represents a decay

i.e when y reduces as x increases

The table that has the above features is the table (c)

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Answer:

\(20 > y\)

Step-by-step explanation:

20 is greater than y.

Answer:

Hi

Step-by-step explanation:

How is your day??

Answer:

Hello

How are you doing??

Option a, adjacency matrix. An adjacency matrix is a two-dimensional array that represents a graph's edges, where the rows and columns correspond to the vertices of the graph. If there is an edge between two vertices, the corresponding element in the matrix is set to 1, otherwise it is set to 0. This implementation is useful for dense graphs, where the number of edges is close to the maximum possible number of edges.

An adjacency matrix is a simple and efficient way to represent graphs that have a large number of vertices and edges. It allows for fast lookups of the existence of an edge and is useful for various algorithms that require graph representation. However, it is not suitable for sparse graphs, where the number of edges is much smaller than the maximum possible number of edges. In such cases, an adjacency list would be more appropriate.

The common implementation of a graph that uses a two-dimensional array to represent the graph's edges is called an adjacency matrix.

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Answer:

8

Step-by-step explanation:

pythagorean theorem

Answer:

?????

Step-by-step explanation:

The table of the approximate values of y:

t y

0.0 0.100

0.2 0.126

0.4

To use the implicit Euler's method to solve the logistic model ODE:

First, we need to set up the difference equation for the implicit Euler's method. The formula for the implicit Euler's method is:

\(y_n+1 = y_n + h*f(t_n+1, y_n+1)\)

where h is the step size, f(t,y) is the right-hand side of the differential equation, and \(y_n\) and \(y_n+1\) are the approximations of the solution at times \(t_n\) and \(t_n+1\), respectively.

For the logistic model, we have y' = 100y(1-y), so f(t,y) = 100y(1-y).

Using the implicit Euler's method with h = 0.2, we have:

\(t_0 = 0, y_0 = 0.1\\t_1 = t_0 + h = 0.2\\y_1 = y_0 + hf(t_1, y_1) = y_0 + 0.2f(t_1, y_1)\\\)

Substituting f(t,y) and the values for \(t_1\) and \(y_0,\) we get:

\(y_1 = 0.1 + 0.2100y_1*(1-y_1)\\\)

Simplifying and rearranging, we get:

\(y_1^2 - (5/2)*y_1 + 1/20 = 0\)

Using the quadratic formula, we get:

\(y_1 = (5/4) \pm \sqrt((5/4)^2 - 4*(1/20))/2\\y_1 = (5/4) \pm \sqrt(25/16 - 1/5)/2\\y_1 \approx (5/4) \pm \sqrt(109)/20\\y_1 \approx 0.126 or y_1 \approx 0.019\\\)

Since the logistic model represents population growth, we choose the positive solution \(y_1\) ≈ 0.126.

Now we can repeat this process for each time step:

\(t_2 = t_1 + h = 0.4\\y_2 = y_1 + 0.2f(t_2, y_2) = y_1 + 0.2100y_2(1-y_2\\y_2 \approx 0.198\\t_3 = t_2 + h = 0.6\\y_3 = y_2 + 0.2f(t_3, y_3) = y_2 + 0.2100y_3(1-y_3)\\y_3 0.256\\t_4 = t_3 + h = 0.8\\y_4 = y_3 + 0.2f(t_4, y_4) = y_3 + 0.2100y_4(1-y_4)\\y_4 \approx 0.300\\t_5 = t_4 + h = 1.0\\y_5 = y_4 + 0.2f(t_5, y_5) = y_4 + 0.2100y_5(1-y_5)\\y_5 \approx 0.329\\\)

We can continue this process for each time step up to t=10. Here's the table of the approximate values of y:

t y

0.0 0.100

0.2 0.126

0.4

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Answer:

15 feet

Step-by-step explanation:

Subtract 10 feet from the height of the ladder

Yes, the samples are likely to be representative of all teachers and non-teachers in the state.

The median, in similarity with the mean is a statistical measure of central tendency.

Since, the double box-and-whisker plot shows the distribution of sample medians, it follows that the samples are likely to be representative of all teachers and non-teachers.

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Angles 6 and 8 are adjacent, they are Linear pair οf angles.

Linear pair οf angles are fοrmed when twο lines intersect each οther at a single pοint. The angles are said tο be linear if they are adjacent tο each οther after the intersectiοn οf the twο lines. The sum οf angles οf a linear pair is always equal tο 180°. Such angles are alsο knοwn as supplementary angles.

Angles 1 and 4 are not adjacent, they are vertically opposite.

Angles 5 and 8 are not adjacent, they are vertically opposite.

Angles 6 and 8 are adjacent, they are Linear pair οf angles

Angles 1 and 5 are corresponding exterior angle, so the are not linear pair.

Thus, Angles 6 and 8 are adjacent, they are Linear pair οf angles

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The function describing the relationship of the given variables is a= 6r

The statement is givn as:

a varies directly with r

This means that

a= kr

Where k is the constant of variation

When r = 6 , a = 18, we have

18= 6k

Divide by 6

k = 3

Substitute k = 3 in a= kr

a= 6r

Hence, the function describing the relationship of the given variables is a= 6r

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The value of 0.0062 is less that our significance level of 0.1, we reject the null hypothesis at the 0.1 level of significance and conclude with sufficient evidence that the manufacturer's MPG rating is incorrect.

To answer the question, we will conduct a hypothesis test to at the 0.1 level to ascertain whether or not the manufacturer's MPG rating is incorrect.

We start by stating the null and alternative hypotheses:

\($H_0$\): The mean miles/gallon for the vans is 53.8

\($H_A$\): The mean miles/gallon for the vans is not 53.8

We choose a significance level $\alpha = 0.1$ and calculate the following test statistic:

\($z = \frac{\bar{x}-\mu}{\sigma/\sqrt{n}} = \frac{53.4-53.8}{1/\sqrt{16}} = -2.5$\)

With a standard normal table, we look for the area to the left of -2.5, which is 0.0062. Because this value of 0.0062 is less that our significance level of 0.1, we reject the null hypothesis at the 0.1 level of significance and conclude with sufficient evidence that the manufacturer's MPG rating is incorrect.

Therefore, the value of 0.0062 is less that our significance level of 0.1, we reject the null hypothesis at the 0.1 level of significance and conclude with sufficient evidence that the manufacturer's MPG rating is incorrect.

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Answer:

90%

Step-by-step explanation:

This is because 90 blocks are purple and 90/100 is 90.

Answer:

y=4x-9

Step-by-step explanation:

The multiplication of 2.8 by 7.47 is 20.916.

The steps needed to do the multiplication will be:

To multiply decimals, first multiply as if there is no decimal. Next, count the number of digits after the decimal in each factor. Finally, put the same number of digits behind the decimal in the product.

In this case the value of 2.8 × 7.47 is 20.916.

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No, they cannot construct a cube from the square pieces of foam board.

A square has four equal sides. When we multiply the length and width of a square to determine its area, we are essentially squaring one of its sides because they are the same.

A=s²

If we already know the area, we can work backward and take the square root to find the side:

√169=√s²

13=s

13 inches is the side length.

The length, breadth, and height of a cube are all equal. These three measurements are multiplied to determine a cube's volume; since they are equal, this essentially equals cubing the side length:

V=s³

The volume is 1728, so we have the following:

1728=s³

We take the cubed root and move backwards:

∛1728=∛s³

12=s

So, In order to construct a cube with the given volume 12 should be length of the side but the length of the square is 13 so it is not possible.

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Answer:

-2x²-3x+5=0

-2x²+2x-5x + 5 = 0

-2x(x+1)-5(x + 1) = 0

(x+1) (-2x-5) = 0

Let's start by using algebra to solve for the number of boxes in small and large vans.

Let x be the number of small vans and y be the number of large vans. Based on the ratio given, we know that:

- Number of boxes in small vans = 3/8 * Total number of boxes

- Number of boxes in large vans = 5/8 * Total number of boxes

Using the information provided, we can write an equation:

5x + 25y = 400

Simplifying, we get:

x + 5y = 80

Now let's use the inequality provided to determine if less than 30% of the vans filled with boxes are large vans. We know that:

- Total number of vans filled with boxes = x + y

- Less than 30% of these vans are large vans, so y/(x+y) < 0.3

Substituting x + 5y = 80, we can simplify the inequality:

y/(x+y) < 0.3

y/80 < 0.3

y < 24

So if y (the number of large vans) is less than 24, then less than 30% of the vans filled with boxes are large vans.

Now we can solve for x and y using substitution. From x + 5y = 80, we get x = 80 - 5y. Substituting into 5x + 25y = 400, we get:

5(80 - 5y) + 25y = 400

400 - 20y = 400

20y = 0

y = 0

This means that y cannot be less than 24, as y = 0 would result in no large vans at all. Therefore, Hashem's statement is incorrect, and the number of large vans must be equal to or greater than 24.

Answer:

12π meters

Step-by-step explanation:

Area of circle = Pi*r^2 -> 36*Pi = Pi*r^2

So, radius of circle (r) = 6 m

Circumference of circle = 2*Pi*r = 2*Pi*6 = 12Pi m

Answer:

\(y = -2x + 10\)

Step-by-step explanation:

Slope: \(m = \frac{y_{2}-y_{1} }{x_{2}-x_{1}}\)

Slope-Intercept Form: \(y=mx+b\)

\(m=\frac{8-0}{1-5}\)

\(m = -2\)

\(y = -2x + b\)

\(0 = -2 (5)+b\)

\(0=(-10)+b\)

\(b = 10\)

\(y = -2x + 10\)

The distance around the track along its outer edge is  238 + 100 x π metres and the area of the track is  1250 x π  + 2380 square metres.

The racetrack is divided by two parallel sections and two semi-circular endpoints. The two parallel segments are 119 metres long, and the track is 10 metres wide. The inner length of the two parallel sections is 70 metres.

To calculate the distance around the track's outer edge, multiply the lengths of the two parallel segments by the diameter of the two semi-circular ends. C = 2 x π x r, where r is the radius of the semi-circle, may be used to compute the circumference of each semi-circular end.

The radius of each semi-circle is calculated by subtracting the track width (10 metres) from half the inner distance between the two parallel sections (70 metres / 2 = 35 metres). So, the radius of each semi-circle is 35 metres - 10 metres = 25 metres.

As a result, the circumference of each semi-circle is 2 x π x 25 = 50 x π  metres. As a result, the circumference of the track along its outside border is 119 metres + 119 metres + 50 x π  metres + 50 x π  metres = 238 + 100 x π metres.

To calculate the area of the track, first calculate the areas of the two semi-circular ends and the two parallel segments, then add them. A = π\(r^{2}\), where r is the radius of the semi-circle, may be used to compute the area of each semi-circular end.

Each semi-circle has an area of π x \(25^2\) = 625 x π  square metres. The size of the two parallel lengths is 1190 square metres (119 metres x 10 metres). The track's total area(A) = 625 x π  + 625 x π  + 1190 + 1190

A= 1250 x π  + 2380 square metres.

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Step-by-step explanation:

3x x 10 = 22

3x x 10 - 10 = 22 - 10

3x = 12

3x ÷ 3 = 12 ÷ 3

x = 4

5x + 8

5(4) + 8

20 + 8

28

Answer:

40

Step-by-step explanation:

The denominators are 4, 5, and 8.

Write the prime factorizations:

4 = 2²

5 = 5

8 = 2³

To find the least common denominator, multiply the prime numbers with the highest exponents.

2³ × 5 = 40

Answer:

LCD=40

EXPLANATION= To find the least common denominator first convert all integers and mixed numbers (mixed fractions) into fractions. Then find the lowest common multiple (LCM) of the denominators.

Answer:

term

Step-by-step explanation: