Given the expression:
[tex]7p+5[/tex]We will find the value of the expression when p = 12
so, substitute with p = 12
[tex]7(12)+5=84+5=89[/tex]So, the student answer is incorrect
The correct answer will be 89
If f (x) = x² − 1 and g (x) = 4x − 3, find [f o g] (3) .
Answer:
(f ￮ g)(3) = 80
Step-by-step explanation:
evaluate g(3) then substitute the value obtained into f(x)
g(3) = 4(3) - 3 = 12 - 3 = 9 , then
f(9) = 9² - 1 = 81 - 1 = 80
A teacher received the following answer to a quiz question in which the student was asked to simplify the expression in Step 1:
Step 1: −5(x − 16y) + 7(−2x − 8y)
Step 2: −5x + 80y − 14x − 8y
Step 3: −5x − 14x + 80y − 8y
Step 4: (−14x − 5x) + (80y − 8y)
Step 5: −19x + 72y
Part A: Identify the step where the student made a mistake and explain the specific error that was made. Support your answer using the correct vocabulary. (6 points)
Part B: How would you correct the mistake? Show all your work.
The student made a mistake and explain the specific error that was made. Support your answer using the correct vocabulary. The mistake has been done in Step 2.
PART A: There is a mistake in Step 2, Distributive Property has been employed incorrectly.
7 has to multiply by both the terms inside the bracket, but it has been multiplied with the first term only.
7(-2 x-8 y)=-14 x-56 y and 7(-2 x-8 y) -14 x-8 y
Hence, -5(x-16 y)+7(-2 x-8 y)=-5 x+80 y-14 x-56 y
PART B :
The given equation is
-5(x-16 y)+7(-2 x-8 y)
Applying distributive property to the above equation that states A(B+C)=AB+AC, we get :
-5 x+80 y-14 x-56 y
Now, Writing the terms with the same variable together, we get
(-5 x-14 x)+(80 y-56 y)
Proceeding with solving terms inside the brackets according to BODMAS, we get,
-19 x+24 y
Hence , −5(x − 16y) + 7(−2x − 8y) = -19x +24y
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Jackson and his family are driving to his grandmother's house. They have 5 of the trip left to go. Theyplan to complete the remainder of the trip over the next 3 hours. What fraction of the total trip willJackson's family travel each hour, if they drive at a constant rate?
Given:
The number of the trip =5 trips.
The number of hours = 3 hours
Jackson's family travel each hour
[tex]=\frac{The\text{ number of the trips}}{\text{The number of hours}}[/tex][tex]=\frac{5}{3}[/tex]Hence Jackson's family travel 5/3 trip each hour.
Find the slope of each line and then determine if the lines are parallel perpendicular or neither.If a value is not an integer type it in as a decimal rounded to the nearest hundredth.
ANSWERS
• Slope of line 1: ,8
,• Slope of line 2: ,-6
,• The lines are ,neither
EXPLANATION
The slope of a line passing through points (x1, y1) and (x2, y2) is,
[tex]m=\frac{y_1-y_2}{x_1-x_2}[/tex]The points given for line 1 are (-8, -55) and (10, 89). The slope of this line is,
[tex]m_1=\frac{-55-89}{-8-10}=\frac{-144}{-18}=8[/tex]The points given for line 2 are (9, -44) and (4, -14). The slope of this line is,
[tex]m_2=\frac{-44-(-14)}{9-4}=\frac{-44+14}{5}=\frac{-30}{5}=-6[/tex]• If two lines are ,parallel, then they have the same slope.
,• If two lines are ,perpendicular, then their slopes are opposite and reciprocal.
The slopes of these two lines are 8 and -6. These slopes are different and they are neither opposite nor reciprocal. Hence, these lines are neither parallel nor perpendicular.
Panama wants to solve the equation 1/3 ( x - 7) = 4To begin , she multipiles both sides of the equation by 3 what should she do next?
Question:
[tex]\frac{1}{3}(x-7)=4[/tex]Step 1: Multiply both sides by 3
[tex]\begin{gathered} \frac{1}{3}(x-7)=4 \\ 3\times\frac{1}{3}(x-7)=4\times3 \\ 1(x-7)=12 \\ x-7=12 \end{gathered}[/tex]Step 2: To find the value of x, Add 7 to both sides
[tex]\begin{gathered} x-7=12 \\ x-7+7=12+7 \\ x=19 \end{gathered}[/tex]Hene,
The final answer is add 7 to both sides
Answer:
Add 7 to each side
Step-by-step explanation:
1/3 ( x - 7) = 4
After multiplying both sides by 3
3*1/3 ( x - 7) = 4*3
( x - 7) = 12
We want to isolate x
Add 7 to each side
x - 7+7 = 12+7
x = 19
the quotient of 7 subtracted from a number c and 4
The quotient of 7 subtracted from a number c and 4 which is 2 , 4 +3 = 7 and c=3. The quotient is the outcome of splitting two numbers.
What is meant by quotient?In mathematics, the quotient is the result of performing division operations on two numbers. It is essentially the outcome of the division procedure. In arithmetic division, the terms divisor, dividend, quotient, and remainder are employed in four different ways.A quotient in mathematics is the amount created by dividing two numbers. n mathematics, the word "quotient" is widely used, and it is sometimes referred to as the integer part of a division, a fraction, or a ratio. The quotient is the outcome of splitting two numbers.To learn more about quotient refer to:
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(-3, -3) , (-3, -5)find the slope of the line through the given points
Using the slope formula with the points (-3, -3) and (-3, -5), we have:
[tex]m=\frac{y2-y1}{x2-x1}=\frac{-5-(-3)}{-3-(-3)}=\frac{-5+3}{-3+3}=\frac{-2}{0}=\propto\text{ (Undefined Slope)}[/tex]We can see that the slope is undefined.
The Manitou Incline, which leads to the top of Pikes Peak in Colorado, climbs from an elevation of 6574 feet to 8585 feet above sea level. The fastest reported time for running up the incline is 16 minutes and 42 seconds, by Mark Fretta. How many vertical feet per second did Mark climb during his record breaking performance? ( Round to 1 decimal digit.)
Answer:
2.0 vertical feet per second
Explanation:
First, determine the vertical distance covered by Mark.
[tex]\begin{gathered} \text{Vertical Distance=}8585-6574 \\ =2011\text{ ft} \end{gathered}[/tex]Next, convert the fastest reported time for running up the incline( 16 minutes and 42 seconds) to seconds.
[tex]\begin{gathered} 16\text{ mins 42 seconds = (}16\times60)+42 \\ =960+42 \\ =1002\text{ seconds} \end{gathered}[/tex]Finally, determine Mark's vertical feet per second:
[tex]\begin{gathered} \text{Mark's vertical sp}eed\text{ per second=}\frac{2011}{1002} \\ =2.007\text{ ft per second} \\ \approx2.0\text{ ft per second (to 1 decimal digit)} \end{gathered}[/tex]Mark climbed at a rate of 2.0 vertical feet per second.
What is the correct answer for all? I need help!!
1.
The question requires you to find csc of angle thetha
The formula to apply is;
[tex]co\sec \text{ }\emptyset=\frac{1}{\sin \emptyset}[/tex]So, First find sin of the angle theta, then its reciprocal
Sin theta= opposite side length / hypotenuse
[tex]\sin \emptyset=\frac{8}{8\sqrt[]{2}}[/tex][tex]\sin \emptyset=1.4142[/tex][tex]co\sec \emptyset=\frac{1}{1.4142}=0.70710678118[/tex]Answer
0.7071
Or
Using surds
[tex]\sin \emptyset=\frac{8}{8\sqrt[]{2}}[/tex]Cancel 8 both in the denominator and numerator to remain with
[tex]\sin \emptyset=\frac{1}{1\sqrt[]{2}}=\frac{1}{\sqrt[]{2}}[/tex]T
If f (x) = 3x2 + 5x − 4, then the quantity f of the quantity x plus h end quantity minus f of x end quantity all over h is equal to which of the following?
If a function [f(x) = (3x² + 5x - 4)], then the expression [{f(x + h) - f(x)}/h] will be equal to (3h + 6x + 5).
As per the question statement, a function [f(x) = (3x² + 5x - 4)].
We are required to calculate the value of the expression [{f(x + h) - f(x)}/h].
Since, [f(x) = (3x² + 5x - 4)] given,
Then, [f(x + h) = {3(x + h)² + 5(x + h) -4}]...[substituting (x + h) in place of "x" in the equation {f(x) = (3x² + 5x - 4)}]
Or, [f(x + h) = {3(x² + 2xh + h²) + 5x + 5h - 4}]
Or, [f(x + h) = (3x² + 3h² + 6xh + 5x + 5h - 4)]
Or, [f(x + h) = (3x² + 5x + 3h² + 5h + 6xh - 4)]
Therefore, [{f(x + h) - f(x)}/h]
= [{(3x² + 5x + 3h² + 5h + 6xh - 4) - (3x² + 5x - 4)}/h]
= [{(3x² - 3x²) + (5x - 5x) - (4 - 4) + 3h² + 5h + 6xh}/h]
= [(3h² + 5h + 6xh)/h]
= [h(3h + 6x + 5)/h]
= (3h + 6x + 5)
That is, [{f(x + h) - f(x)}/h] will be equal to (3h + 6x + 5).
Function: In Mathematics, a function is an operator, which when fed with particular inputs, will perform a fixed set and sequence of operations on the input, and produce particular outputs.Expression: Expressions are mathematical statements that consist of a minimum of two terms containing numbers or variables, or both, connected by operator(s) in between, and formed as per arithmetic rules.To learn more about Functions and Expressions, click on the link below.
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Can you please help with 8 I need to finish 8 more packets by tonight
Given the expression below
[tex]\frac{1}{2}(10.4x-2q)-2.8(x-7q)[/tex]Using distributive property, we have
[tex]\frac{1}{2}(10.4x)-\frac{1}{2}(2q)-2.8(x)-2.8(-7q)[/tex][tex]5.2x-q-2.8x+19.6q[/tex]collect like terms
[tex]\begin{gathered} 5.2x-2.8x+19.6q-q \\ \rightarrow2.4x+18.6q \end{gathered}[/tex]Hence, the simplest form of the fraction is 2.4x + 18.6q
Subtract the two polynomials 3x^2+7x-1 - x^2+6x-1
The polynomial (3x²+7x-1)-(x²+6x-1). The polynomial after subtraction is 2x²+x.
Given that,
The polynomial (3x²+7x-1)-(x²+6x-1)
We have to subtract the polynomial and find the polynomial.
The polynomial is nothing but algebraic expressions called polynomials include coefficients and variables. Indeterminates are another name for variables. Mathematical operations like addition, subtraction, multiplication, and positive integer exponents can be performed on polynomial equations, however division by variables cannot.
Take the polynomial,
=(3x²+7x-1)-(x²+6x-1)
We have to subtract the each terms like x² terms and x terms and constant.
=3x²-x²+7x-6x-1+1
=2x²+x
Therefore, the polynomial after subtraction is 2x²+x.
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Options for the first box: (0,1), (0,0), (1,0) Options for the second box: increases and decreases Options for the third box: x=-1, x=1, x=0 Options for the fourth box: Decreases to negative infinity and increases to positive infinity
To answer this question we can use the graph of the logarithm:
From this graph we conclude that:
Function f crosses the x-axis at (1,0). As x increases the function increases. As x approaches its vertical asymptote of x=0, the function decreases to negative infinity.
If one angle in a linear pair is 110 degrees, what is the measureof the other angle?
The other angle = 70°
Explanations:When two angles are form a linear pair , then they are supplementary. That is, they add up to give <180°
The first angle = 110°
Let the second angle be x
110 + x = 180
x = 180 - 110
x = 70°
The measure of the other angle is 70°
6. The water level of a stream has been
rising at a constant rate all day. When
the water depth was measured at noon,
it was 3 inches deep. By 4 P.M., it was 4
inches. If x represents the number of
hours since noon and y represents the
water level in inches, sketch the
relationship between x and y.
The sketch for the equation, y = 1/4x + 3, which represents the relationship between x and y is given in the diagram below.
How to Write the Equation of a Relationship?If x and y represents two variables of a relationship, and the starting value is represented as "b", the unit rate/constant rate as "m", the equation of the relationship between x and y, in slope-intercept form, is: y = mx + b.
From the information, the two points we can derive for the relationship between x and y are:
(0, 3) which is the water level at noon.(4, 4) which is the water level at 4 pm.Thus, we would have the following:
Constant rate/unit rate (m) = change in y / change in x = (4 - 3)/(4 - 0) = 1/4
y-intercept of the equation is the initial depth of water (b) = 3
To write the equation, substitute m = 1/4 and b = 3 into y = mx + b:
y = 1/4x + 3
The sketch for the relationship between x and y is shown in the diagram below.
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The relationship between the depth of water and time can be represented
as y = (1/4)x + 3.
What are lines and their slopes?We know lines have various types of equations, the general type is
Ax + By + c = 0, and the equation of a line in slope-intercept form is
y = mx + b.
Where slope = m and b = y-intercept.
the slope is the rate of change of the y-axis with respect to the x-axis and the y-intercept is the (0,b) where the line intersects the y-axis at x = 0.
Given, The water level of a stream has been rising at a constant rate all day.
When the water depth was measured at noon, it was 3 inches deep.
By 4:00 pm, it was 4 inches.
From this, we can conclude the two points are (0, 3) and (4, 4).
Slope(m) = (y₂ - y₁)/(x₂ - x₁).
slope(m) = (4 - 3)/(4 - 0).
Slope(m) = 1/4.
∴ 3 = (1/4)×0 + b.
b = 3.
So, y = (1/4)x + 3.
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write equation In standard form
15( y - 1/3 ) =x
The standard form of the linear equation 15( y - 1/3 ) = x is 3x - 45y = -15.
What is the given equation in standard form?The standard form of a linear equation is expressed as;
Ax + By = C
Where A and B are the coefficient of x and y respectively, C is the constant term.
Given the equation in the question;
15( y - 1/3 ) = x
Multiply both sides by 3
3(15( y - 1/3 )) = 3x
First, apply distributive property to remove the parenthesis.
15( 3y - 1 ) = 3x
45y - 15 = 3x
3x = 45y - 15
Now, move all terms containing variables to the left and side of the equation and reorder the equation in form of Ax + By = C
3x - 45y = -15
Therefore, the standard form of the equation is 3x - 45y = -15.
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Which of these are equivalent to 11/4 choose all that apply
Answer: -11 ÷ 4; 11 ÷ (-4); [tex]\frac{-11}{4}[/tex]; [tex]\frac{11}{-4}[/tex]
Step-by-step explanation:
A negative divided by a negative is a positive.
A positive divided by a negative or a negative divided by a positive is a negative.
Write an equation and solve. A number y divided by 5.5 is equal to 86
y is divided by 5.5 and is equal to 86, so:
[tex]\frac{y}{5.5}=86[/tex]Solve for y:
Multiply both sides by 5.5:
[tex]\begin{gathered} y=86\cdot5.5 \\ y=473 \end{gathered}[/tex]A roll of gasket material is 16 in wide. What length is needed to obtain 21 sq ft of the material? the answer has to be as a mixed number
The Solution:
Given:
[tex]\begin{gathered} L=length=? \\ \\ W=width=16in \\ \\ A=area=21ft^2 \end{gathered}[/tex]Step 1:
Convert 21 square feet to square inches.
Recall:
[tex]\begin{gathered} 1\text{ foot}=12\text{ inches.} \\ So, \\ 21ft^2=21\times12=252\text{ }inches^2 \end{gathered}[/tex]Step 2:
Apply the formula for area.
[tex]\begin{gathered} A=L\times W \\ \\ 252=L\times16 \end{gathered}[/tex]Divide both sides by 16.
[tex]L=\frac{252}{16}=\frac{63}{4}=15\frac{3}{4}\text{ }inches[/tex]Therefore, the correct answer is:
[tex]15\frac{3}{4}\text{ inches}[/tex]Increase 46 by 13% give your answer as a decimal
For the given question, Increase in 46 by 13% equals 51.98
What is meant by percentage?
A percentage is a figure or ratio stated as a fraction of 100 in mathematics. The percent symbol, "%," is frequently used to indicate it. A % is a number without dimensions and without a standard measurement.
By dividing the value by the entire value and multiplying the result by 100, one may determine the percentage. The percentage calculation formula is (value/total value)100%.
For the given question,
13% of 46 equals
⇒ 13 / 100 × 46
⇒ 5.98
Now Increasing 13% of 46 =
⇒ 46 + 5.98
⇒ 51.98
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Model each rule with a table of values (number 4)
Explanation
Given the function
[tex]y=4x+1[/tex]To model a table of values, we will pick x values from 0 to 5, then use it get the y values. This can be seen below.
[tex]\begin{gathered} when\text{ }x=0 \\ y=4(0)+1=1 \\ when\text{ x=1} \\ y=4(1)+1=5 \\ when\text{ x =2} \\ y=4(2)+1=9 \\ when\text{ x=3} \\ y=4(3)+1=13 \\ when\text{ x= 4} \\ y=4(4)+1=17 \\ when\text{ x=5} \\ y=4(5)+1=21 \end{gathered}[/tex]Therefore, we will have the table of values as
Answer:
Kayden walks 4/5 km to a friends house. Then he and friend walk 1 3/5 km more to go fishing at their favorite pond. How far to Kayden walk all together?
PLEASE HELP THIS IS ON KHAN
Find the value of X in the triangle below use the value to determine the value of the angles and labels up accordingly 6x+4x+2x
Answer: 15
Step-by-step explanation:
Triangle = 180 degrees
So, 6x + 4x + 2x = 180
Next, you combine like terms: 6x + 4x + 2x = 12x
Now, your equation should be 12x = 180
Then, you divided 180 by 12 and you get 15
Answer: x = 15
D
Question 3
If a car is traveling at 85 mph, how fast is the car traveling in feet per second? Round to 2
decimal places. (Reminder: there are 5280 feet in a mile)
1 pts
Answer:
See below
Step-by-step explanation:
85 mi/hr * 1 hr / 3600s * 5280 ft / mi =
85 * 5280 / 3600 = 124 2/3 ft/s
Fill in the missing angle measures. Given: ab and c d and <1 = 32°
hello
from the image given,
angle 1 = 32
[tex]\begin{gathered} \angle1=\angle8 \\ \text{reaon: alternate angles are equal} \end{gathered}[/tex][tex]\begin{gathered} \angle1=\angle3 \\ \text{reason:corresponding angles are equal} \\ \angle3=32^0 \end{gathered}[/tex][tex]\begin{gathered} \angle1+\angle5=180^0 \\ \text{reason: angles on a straight line is equal to 180}^0 \\ \angle1=32 \\ 32+\angle5=180 \\ \angle5=180-32 \\ \angle5=148^0 \end{gathered}[/tex][tex]\begin{gathered} \angle5+\angle6=180^0 \\ reason;\text{ angles on a straight line = 180} \\ \angle5=148 \\ 148+\angle6=180 \\ \angle6=180-148 \\ \angle6=32^0 \\ or\text{ we can simply say } \\ \angle1=\angle6 \\ \text{reason: opposite angles are equal} \end{gathered}[/tex][tex]\begin{gathered} \angle5=\angle2 \\ \text{reason: opposite angles are equal} \\ \angle2=148^0 \\ or\text{ we can say }\angle1+\angle2=180\text{ since they are on a straight line} \end{gathered}[/tex][tex]\begin{gathered} \angle3+\angle4=180^0 \\ \text{reason: angles on a straight line = 180} \\ 32+\angle4=180 \\ \angle4=180-32 \\ \angle4=148^0 \end{gathered}[/tex][tex]\begin{gathered} \angle4=\angle7 \\ \text{reason: opposite angles are equal} \\ \angle7=148 \end{gathered}[/tex][tex]\begin{gathered} \angle1=\angle8 \\ \text{reason; alternate angles are equal} \\ \angle8=38^0 \end{gathered}[/tex][tex]\begin{gathered} \angle1=\angle14 \\ \text{alternate angles are equal} \\ \angle14=32^0 \end{gathered}[/tex][tex]\begin{gathered} \angle5=\angle13 \\ \text{reason;corresponding angles are equal} \\ \angle13=148^0 \end{gathered}[/tex][tex]\begin{gathered} \angle13=\angle10 \\ \text{reason:opposite angles are equal} \\ \angle10=148^0 \end{gathered}[/tex][tex]\begin{gathered} \angle9=\angle14 \\ \text{reason:opposite angles are equal} \\ \angle9=32^0 \end{gathered}[/tex][tex]\begin{gathered} \angle12=\angle13 \\ \text{reason: alternate angles are equal} \\ \angle12=148^0 \end{gathered}[/tex][tex]\begin{gathered} \angle11+\angle12=180 \\ \text{reason:angles on a straight line equal 180}^0 \\ \angle11+148=180 \\ \angle11=180-148 \\ \angle11=32^0 \end{gathered}[/tex][tex]\begin{gathered} \angle12=\angle15 \\ \text{reason : opposite angles are equal} \\ \angle15=148^0 \end{gathered}[/tex][tex]\begin{gathered} \angle11=\angle16 \\ \text{reason: opposite angles are equal} \\ \angle16=32^0 \end{gathered}[/tex]from the calculations above, it's evident we can use several ways to find angles in four parallel lines
The table shows the number of students in the senior class and the number of seniors who have a Yeardriver's license.Number of SeniorsSeniors with a Lice13. What pattern is there between the number of seniors and the seniors who have a driver's license?14. The class of 2018 has 412 seniors. How many seniors in the class of 2018 would be expected to have a driver's license?13. Select the correct choice below and fill in the answer box to complete your choice.(Round to the nearest integer as needed.)O A. Each year, about seniors do not have a driver's license.O B. Each year, about % of the senior class have a driver's license.
Given:
The table containing number of students and number of students who have license.
From the table,
[tex]\begin{gathered} In\text{ the year 2014} \\ 343-232=111\text{ seniors dont have license} \\ In\text{ the year 2015} \\ 360-244=116\text{ seniors dont have license} \\ In\text{ the year 2016,} \\ 310-210=100\text{ seniors dont have license} \\ In\text{ the year 2017,} \\ 378-258=120\text{ seniors dont have license} \\ It\text{ is obsered that there is no relation in the numb}er\text{ of senior with no license} \end{gathered}[/tex]Now,
[tex]\begin{gathered} \frac{a}{100}\times343=232 \\ a=67.64\text{ percent} \\ \frac{a}{100}\times360=244 \\ a=67.78\text{ percent} \\ \frac{a}{100}\times310=210 \\ a=67.74\text{ percent} \\ \frac{a}{100}\times378=258 \\ a=68.25\text{ percent.} \end{gathered}[/tex]It is observed that approximately 68 percent of the senior have license each year.
A ball is dropped from a height of 6 feet. With each bounce, the ball rebounds to a height that is three-quarters as high as the previous bounce. Represent the height to which the ball rises after it hits the floor for the nth time using a recursive formula and an explicit formula. Recursive Formulas: anar.an-1 or an+1 =rean Explicit Formula: an = Q .m-1 Represent (using sigma notation) the total vertical distance the ball has traveled when it hits the floor for the fifth time. Calculate this distance. ? Σ ? k=? Sn 4,(1-r") 1-r
We know that each time the ball bounces it travels a distance of 3/4 the original height, that means that for each bounce the ball will rise:
[tex]a_n=\frac{3}{4}a_{n-1}[/tex]where a_n is the height of the nth bounce and a_(n-1) is the bounce n-1 (the previous one).
Now, from this formula we know that:
[tex]a_1=\frac{3}{4}a_0=\frac{3}{4}\cdot6=\frac{9}{2}[/tex]Therefore the explicit formula for the height of the nth bounce is:
[tex]\begin{gathered} a_n=\frac{9}{2}(\frac{3}{4})^{n-1} \\ =\frac{9}{2}\cdot\frac{4}{3}(\frac{3}{4})^n \\ =6(\frac{3}{4})^n \end{gathered}[/tex]Then:
[tex]a_n=6(\frac{3}{4})^n[/tex]Now, to find the total distance it travels by the fifth bounce we follow:
The first time the ball hits the ground it has traveled a distance of 6 ft.
Now, for the second bounce we have:
[tex]6(\frac{3}{4})+6(\frac{3}{4})=12(\frac{3}{4})[/tex](one distance up and one distance down).
For the third bounce we have:
[tex]6(\frac{3}{4})(\frac{3}{4})+6(\frac{3}{4})(\frac{3}{4})=12(\frac{3}{4})^2[/tex]If we continue this process we notice that the ball will travel a total distance of:
[tex]6+12(\frac{3}{4})+12(\frac{3}{4})^2+12(\frac{3}{4})^4+\ldots\text{..}[/tex]but this can be written (for an infinity number of bounces) as:
[tex]\begin{gathered} 6+12\sum ^{\infty}_{n\mathop=0}(\frac{3}{4})^{n+1} \\ =6+12(\frac{3}{4})\sum ^{\infty}_{n\mathop=0}(\frac{3}{4})^n \\ =6+9\sum ^{\infty}_{n\mathop=0}(\frac{3}{4})^n \end{gathered}[/tex]As we said this is for an infinity of bounces if we like only five bounces then we have:
[tex]6+9\sum ^5_{n\mathop=0}(\frac{3}{4})^n[/tex]Now to find the distance in this case we do the sum and we get appoximately 35.5928 feet.
one pump can empty a pool in 2 days, whereas a second pump can empty the pool in 11 days. How long will it take the two pumps, working together, to empty the pool?It will take the two pumps ___ days to empty the pool together.
Let x be the number of days it will take the two pump to empty the pool together
[tex](\frac{1}{2}+\frac{1}{11})\times x=1[/tex][tex](\frac{11+2}{22})\times x=1[/tex][tex]\frac{13}{22}x=1[/tex]Multiply both-side by 22/13
[tex]x=\frac{22}{13}[/tex][tex]=1.6923[/tex]Write a system of equations to describe the situation below, solve using any method, and fill in the blanks. Yesterday a chef used 32 eggs to make 2 chocolate souffles and 6 lemon meringue pies. The day before, he made 2 chocolate souffles and 10 lemon meringue pies, which used 48 eggs. How many eggs does each dessert require? A chocolate souffle requires __ eggs and a lemon meringue pie requires __ eggs.
the system of equations above represent the question, we need to solve the system in order to know the number of eggs necessary for each dessert
x is the number of eggs used to make the chocolate souffle.
y is the number of eggs used to make lemon meringue pies.
First, we need to multiply the second equation with -1 so we have
[tex]-2x-10y=-48[/tex]we will sum the first equation with the equation above
[tex]\begin{gathered} -4y=-16 \\ y=\frac{-16}{-4}=4 \\ y=4 \end{gathered}[/tex]we substitute the value of y in the first equation
[tex]\begin{gathered} 2x+6(4)=32 \\ 2x+24=32 \\ 2x=32-24 \\ 2x=8 \\ x=\frac{8}{2} \\ x=4 \end{gathered}[/tex]A chocolate souffle requires 4 eggs and a lemon meringue pie requires 4 eggs.
What’s the correct answer answer asap for brainlist
Answer:
Iron
Step-by-step explanation:
Just learned about this
Answer:
C. Hydrogen
Step-by-step explanation:
Carbon, Hydrogen, Oxygen, and Nitrogen are most commonly found in lipids.
if this helps you, pls leave a heart. if it dosent, im so sorry. :(
