For the given matrix A find a 3x2 matrix B such that AB=I, where I is the 2x2 identity matrix. [Hint: If B1 and B2 are the columns of B, then ABj = Ij.]
A =
1 2 1
1 1 1

The answer would be D. 35x² + 29x +6.

What is the Solution of an Equation?

The value of a variable in an equation is the answer that, when inserted into the equation, makes the equation true. It is discovered by relegating the variable to one side of the equation, with the value on the other side being the solution.

To multiply two polynomials, we use the distributive property.

Starting with the first term, we multiply 5x and 7x, then add 2 and 7x, and then add 2 and 3. The result is:

= (5x + 2)(7x + 3)

= 35x² + 33x + 14x + 6

= 35x² + 29x + 6

Therefore, The answer would be D. 35x² + 29x +6.

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Answer: Answer: c.)four hundred thirty-three and one-eighth ft2

Step-by-step explanation:

To find the area of a parallelogram, we use the formula A = b x h, where b is the base and h is the height. Inserting the given values, we have

A = 22.5 ft x 19.25 ft = 433.125 ft2

Therefore, the area of the parallelogram is four hundred thirty-three and one-eighth ft2.

The area of the parallelogram with a base of 22 and one-half feet and a height of 19 and one-fourth feet is four hundred thirty-three and one-eighth ft²

To multiply means to add a number to itself a particular number of times. Multiplication can be viewed as a process of repeated addition.

We have to given that;

A parallelogram with a base of 22 and one-half feet and a height of 19 and one-fourth feet.

Now, We know that;

Area of a parallelogram = Base × Height

Substitute the given values, we get;

⇒ Area of a parallelogram = Base × Height

⇒ Area of a parallelogram = 22 1/2 × 19 1/4

⇒ Area of a parallelogram = 45/2 × 77/4

⇒ Area of a parallelogram = 3465/8

⇒ Area of a parallelogram = 433 1/8 ft²

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Answer:

Step-by-step explanation:

Since the side lengths are proportional, the ratio of the width to length in the old phone will be equal to the ratio of the width to length in the new phone. That is:

(width of old phone) / (length of old phone) = (width of new phone) / (length of new phone)

We know the length of the old phone is 1.41.4 inches, and the width is 2.82.8 inches, so we can use that information to solve for the width of the new phone:

(2.82.8 inches) / (1.41.4 inches) = (width of new phone) / (1.611.61 inches)

Cross multiplying, we get:

(width of new phone) = (2.82.8 inches) * (1.611.61 inches) / (1.41.4 inches)

Using a calculator, we can find that the width of the new phone is approximately 3.23.2 inches.

Answer: no exact answer

Step-by-step explanation:

Answer: look at the image for the answer and solution

Step-by-step explanation:

The system of two equations can be represented as y = 10x + 40 and

y = 12x + 28.

The system's equation can be graphed, the graph will have two straight lines, and the intersection point(s) of those lines will be the system's solution if a system of equations only has two linear equations with two variables.

Because there are only three possible methods to graph two straight lines in the plane, there are only three matching forms of solution for a given system of equations.

Let, 'x' represent the number of days and 'y' represent the total cost.

Plan A can be represented as y = 10x + 40.

And, PlanB be can be represented as y = 12x + 28.

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The differential equations given correspond to phase lines with slopes that depend on the power of the x term in the equation.

1. y' = x: This differential equation corresponds to a phase line with a slope of 1, since the y' term is equal to the x term.

2. y' = -x: This differential equation corresponds to a phase line with a slope of -1, since the y' term is equal to the negative of the x term.

3. y' = [tex]x^2[/tex]: This differential equation corresponds to a phase line with a slope of 2x, since the y' term is equal to the x squared term.

4. y' = [tex]-x^2[/tex]: This differential equation corresponds to a phase line with a slope of -2x, since the y' term is equal to the negative of the x squared term.

5. y' =[tex]x^3[/tex]: This differential equation corresponds to a phase line with a slope of [tex]3x^2[/tex], since the y' term is equal to the x cubed term.

6. y' = [tex]-x^3[/tex]: This differential equation corresponds to a phase line with a slope of [tex]-3x^2[/tex], since the y' term is equal to the negative of the x cubed term.

7. y' = [tex]x^n[/tex]: This differential equation corresponds to a phase line with a slope of [tex]nx^(n-1)[/tex], since the y' term is equal to the x to the power of n term.

8. y' = -[tex]x^n[/tex]: This differential equation corresponds to a phase line with a slope of [tex]-nx^(n-1),[/tex] since the y' term is equal to the negative of the x to the power of n term.

In summary, the differential equations given correspond to phase lines with slopes that depend on the power of the x term in the equation.

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Complete question:

Determine which differential equation corresponds to each phase line. You should be able to state briefly how you know your choices are correct. ?

1.  y' = x

2. y' = -x

3.  y' = [tex]x^2[/tex]

4. y' = [tex]-x^2[/tex]

5.y' =[tex]x^3[/tex]

6.y' = [tex]-x^3[/tex]

7. y' = [tex]x^n[/tex]

8. y' = -[tex]x^n[/tex]

Distributive property is expressed as:

Apply this to the given expression and simplify

The 5th term of the arithmetic sequence is a₅ = 9/20

An arithmetic progression is a sequence of numbers in which each term is derived from the preceding term by adding or subtracting a fixed number called the common difference "d"

The general form of an Arithmetic Progression is a, a + d, a + 2d, a + 3d and so on. Thus nth term of an AP series is Tn = a + (n - 1) d, where Tₙ = nth term and a = first term. Here d = common difference = Tₙ - Tₙ₋₁

Sum of first n terms of an AP: Sₙ = ( n/2 ) [ 2a + ( n- 1 ) d ]

Given data ,

Let the first term of the AP a₁ = 1/4

The second term of the AP is a₂ = 3/10

So , the common difference is d = 3/10 - 1/4 = 1/5

Now , the arithmetic progression will be

The 5th term of the AP a₅ = a + ( n - 1 ) d

Substitute the values in the equation , we get

The 5th term of the AP a₅ = 1/4 + ( 5 - 1 ) ( 1/5 )

On simplifying the equation , we get

The 5th term of the AP a₅ = 1/4 + 4/5

The 5th term of the AP a₅ = 9/20

Hence , the 5th term of the AP 9/20

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melody had 120 stamps.

and she gave Jeremy 30 stamps .

so she had 90 stamps now.

after she gave Jeremy 30 stamps,she had twice as much as him.

so 90 is 45+45 .other way 45 is half of 90.

so Jeremy had 45 stamps now.

they have altogether 90+45=135 stamps.

the answer is 135

By creating and solving an algebraic equation, we learn that Jeremy started with 60 stamps and Melody started with 180 stamps. Therefore, they originally had 240 stamps combined.

We'll use algebra to solve this. Let's let Jeremy's number of stamps be represented by J. According to the information, Melody had 120 more stamps than Jeremy before she gave him 30, so she had J + 120 stamps. After transferring the 30 stamps, she has J + 120 - 30 stamps, which simplifies to J + 90 stamps. According to the problem, this amount is twice the amount Jeremy has after receiving the 30 stamps (J + 30). So, we can set up this equation: 2(J + 30) = J + 90.

Solving this equation gives J = 60. That means Jeremy started with 60 stamps. Therefore, Melody started with 60 + 120 = 180 stamps. The total number of stamps both had originally is 60 + 180 = 240 stamps.

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By completing the square, the equation. x2 + 20x + 82 = 7. The solutions are x = -15 and x = -5, going from least to largest.

The square of half the x-coefficient must equal the constant on the left:

 (20/2)^2 = 100

To get it to that value, we can add 18 to both sides of the equation:

 x^2 + 20x + 100 = 25 . . . add 18 to both sides of the equation

 (x + 10)^2 = 25 . . . . . . .  . write the left side as a square

 x + 10 = ±√25 = ±5 . . . . . take the square root

 x = - 10 ± 5 = {-15, -5}

The solutions are x = -15 and x = -5.

The attached graph shows the solutions to ...

 x^2 + 20x + 82 -7 = 0 . . . . . the result of subtracting 7 from both sides

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Let b be the initial number of boys, and let g be the initial number of girls. We know that the total number of students at the canteen is 342, so:

b + g = 342

After 51 boys and an equal number of girls returned to their classroom, there were three times the number of boys than girls in the canteen. This means that the number of girls remaining in the canteen is:

g - 51

And the number of boys remaining in the canteen is:

b - 51

Since there were three times as many boys as girls, we can write:

b - 51 = 3(g - 51)

Now we have two equations and two unknowns. We can solve for one variable in terms of the other in the first equation, and substitute into the second equation:

b + g = 342

g = 342 - b

b - 51 = 3(g - 51)

b - 51 = 3(342 - b - 51)

b - 51 = 3(291 - b)

b - 51 = 873 - 3b

4b = 924

b = 231

So there were 231 boys in the canteen at first. To check our answer, we can substitute into the first equation:

b + g = 342

231 + g = 342

g = 111

Therefore, there were 231 boys and 111 girls in the canteen at first.

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Answer:

Step-by-step explanation:

The answer is 4x^2y+8x^3+y^2-2xy

The rate of change in candies sold per month can be found by finding the slope of the line that goes through the two points (4, 2) and (6, 8). The slope of a line can be found by using the formula:

slope = (y2 - y1) / (x2 - x1)

Plugging in the values from the two points, we have:

slope = (8 - 2) / (6 - 4) = 6 / 2 = 3

So the rate of change in candies sold per month is 3. This means that the number of candies sold is increasing by 300 (3 * 100) per month. Therefore, the answer is B) 300.

If G is the midpoint of EH, FG= GI, then triangle EFG= triangle HIG

Two triangles are said to be similar if their corresponding angles are congruent and the corresponding sides are in proportion .

Given G is the midpoint of EH,

FG≅ GI,

We need to Prove triangle EFG= triangle HIG

∠E and ∠H are right angles, FG≅ GI from given.

∠E≅  ∠H from given

G is midpoint of EH from given

EG≅ GH by definition of congruent triangles.

triangle EFG≅ triangle HIG by SAS congruence postulate.

Hence, if  G is the midpoint of EH, FG= GI, then triangle EFG= triangle HIG

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The area of the field is 2.384 hectares and price of the field is $28,608

The area of a quadrilateral given its sides and the diagonal:

Area = 1/4 × √[4s^2d^2 - (b^2 + d^2 - a^2 - c^2)^2]

where s = (a + b + c + d)/2 is the semi perimeter,

a, b, c, d are the lengths of the sides

d is the length of the diagonal.

Substituting the given values,

s = (80 + 150 + 120 + 250)/2

= 300

a = 80, b = 150, c = 120,

d = √(250^2 + 80^2)

= 259.8076

Area = 1/4 × √[4(80+150+120+250)^2*(259.8076)^2 - (80^2 + 259.8076^2 - 150^2 - 120^2)^2]

≈ 23844.17 square meters

To convert square meters to hectares, we divide by 10,000:

Area = 23844.17 / 10,000 hectares

≈ 2.384 hectares

Therefore, the area of the field is approximately 2.384 hectares.

The price of the field = 12,000/hectare,

Total price = 2.384 hectares × $12,000/hectare

= $28,608

Therefore, the price of the field is $28,608.

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[tex]40(x )+6( 1.5x) = 612.5[/tex]

So C.

B:

49x=612.5

x=12.5$

Klaus wil be behind where he started with a distance of 8miles

Distance is the total movement of an object without any regard to direction. We can define distance as to how much ground an object has covered despite its starting or ending point.

Distance can also be defined as the space or gap between two points.

Velocity = distance/time

distance = velocity × time

time = 60minutes = 1hr

therefore the distance made by Klaus in 60 minutes =

= 8 ×1

= 8miles

therefore within 60 minutes Klaus will cover a distance of 8miles from where he started.

Klaus and Rachel will be at same position with the same speed

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The point of intersection of two lines implies a system has one solution, therefore, Darnell should conclude that: B. there is exactly one solution to the system of equations.

If the two lines in a system of equations intersect when graphed, then there is exactly one solution to the system of equations. This is because the point of intersection represents the values of the variables that satisfy both equations simultaneously.

If the two lines in a system of equations are parallel and do not intersect when graphed, then there are no solutions to the system of equations. If the two lines are the same and coincide when graphed, then there are infinitely many solutions to the system of equations.

Therefore, Darnell should conclude that: B. there is exactly one solution to the system of equations.

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If the sales tax rate is 6% and if Sally buy rowboat priced at $842, the amount of tax she will pay,  $50.52

Percentage is a way to express a number as a fraction of 100. It is often used to represent ratios and proportions in a more convenient and understandable form, especially in financial and statistical contexts. For example, 50% means 50 per 100, or half of a given quantity. It is denoted using the symbol "%".

To calculate the sales tax on the purchase of a sailboat priced at $842 with a sales tax rate of 6%, you can follow these steps:

1. Convert the sales tax rate from a percentage to a decimal by dividing by:

= 100: 6% ÷ 100

= 0.06.

2. Multiply the price of the sailboat by the sales tax rate to find the amount of tax:

= $842 × 0.06

= $50.52.

Therefore, Sally will pay $50.52 in sales tax for the purchase of the sailboat.

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The values of x which have a mean time no greater than 120 seconds is 1

The mean (means the arithmetic mean, different from the geometric mean) of a data value is the sum of all values divided by the total number of values.

The most commonly used measure of central tendency and referred to as the “average.”

We are given that;

Time =120sec

Table

118 129 120 114 x

Now,

The mean value of the table entry;

Mean=(118+ 129+ 120+ 114+ x)/5

Mean= 481+x/5

481+x/5<120

481+x<600

x<119

Therefore, the values by the mean will not be grater than 120 will be 1

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The rate of change of Jakes earning is, 0 or no change.

Rate is a ratio of change in one quantity w.r.t. change in another quantity. The net change in one quantity is written as, Δy and the net change in another quantity is written as, Δx.

So formula for the rate is,

m = change in one quantity/change in another quantity = Δy/Δx

On Monday, Jake earned $90 by washing 18 cars.

Therefore, his earning rate was:

= $90 / 18 cars

= $5 per car

On Tuesday, Jake washed 9 cars and earned $45.

Therefore, his earning rate was:

= $45 / 9 cars

= $5 per car

On Wednesday, Jake washed 12 cars and earned $60.

Therefore, his earning rate was:

= $60 / 12 cars

= $5 per car

We can see that Jake's earning rate remained constant over the three days at $5 per car.

Therefore, the rate of change of Jake's earnings is 0, or no change.

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Answer:

1. The formula for the area of a circle is given by A = πr^2, where r is the radius of the circle. To find the area of the 12" pizza, we first need to find the radius:

r = 12 / 2 = 6 inches

The area of the pizza is then:

A = πr^2 = π * 6^2 = 36π square inches

2. To find the radius of a pizza that is 25% larger, we can first find the amount by which the radius will increase:

increase = 6 * 0.25 = 1.5 inches

The new radius will then be:

new_r = 6 + 1.5 = 7.5 inches.

Step-by-step explanation:

Answer:

113.1, 8

The equation to find the area of a circle is:

Now we can input 12 into the equation:

To find the radius of a pizza that is %25 larger, we can use this equation:

Well, that's a good question! If we were to multiply by 0.25, the radius would get smaller, instead of bigger. We add the 1.0 because we have to add the original radius, not just the added length.

Fitting the radius into the equation:

Therefore, the area of the pizza is 113.1, and the radius of a pizza that is %25 larger is 8.

The graph of the equation of function f (x) = 3 log₂ (x + 1) is shown in figure.

A relation between a set of inputs having one output each is called a function. and an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

Given that;

The equation of function is,

⇒ f (x) = 3 log₂ (x + 1)

Now, By using tool we can draw the graph of the equation of function

f (x) = 3 log₂ (x + 1) as shown in figure.

Thus, The graph of the equation of function f (x) = 3 log₂ (x + 1) is shown in figure.

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Shaniece is expected to select a lime chew about 505 times in the next 1200 selections.

Based on the given results, Shaniece selected a lime chew 24 times out of 57 selections. To estimate the expected number of times she would select a lime chew in the next 1200 selections, we can use the proportion of lime chews selected in the first 57 selections:

The proportion of lime chews selected = 24/57

To estimate the expected number of lime chews in the next 1200 selections, we can multiply the proportion by the total number of selections:

expected number of lime chews in the next 1200 selections = (24/57) x 1200

The expected number of lime chews in the next 1200 selections = 505.263

Rounding to the nearest whole number, we would expect Shaniece to select a lime chew about 505 times in the next 1200 selections.

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The answer to the equation (5+12i) + (7-5i) is found to be 12-7i.

The provided equation is a simple algebraic relation between two complex numbers.

The given complex numbers are 5+12i and 7-5i.

We have to add these two complex numbers.

We will add the real part of the complex number to the real part and complex part of one complex number to the complex part of the complex number.

Sum of number = (5+12i) + (7-5i)

Sum of number = 12-7i

The sum of the two complex numbers is also complex number that has a real part has 12 and the imaginary or the complex part as -7.

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At its earliest stages, a logistic growth curve closely resembles an exponential growth curve - True

It is true that at its earliest stages, a logistic growth curve closely resembles an exponential growth curve.

The logistic growth curve shows the logistic population growth rate, the logistic growth curve on a line graph is similar to a S-shaped and it's observed that there is a slow increase, rapid population growth, and finally, the reduction in the growth.

On the other hand, the exponential growth curve is a J-shaped curve that shows us that there is a rapid and consistent or steady growth in the population over the duration of a specific period.

It could be said that an exponential growth curve is opposite of a slow and steady success.

Both the curve start along with the same pattern but with time gradually change their constrain over the graph.

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The area of the side panel of the stairway is 360 square inches.

The side panel of the stairway is essentially a right triangle with the three steps forming the three horizontal segments (treads) and the three risers forming the three vertical segments (risers).

The height of the side panel would be the total height of the three risers, which is -

3 risers x 8 inches/riser = 24 inches

The length of the side panel would be the total length of the three treads, which is -

3 treads x 10 inches/tread = 30 inches

Now, we can calculate the area of the side panel using the formula for the area of a right triangle:

Area = (base x height)/2

we have the base as the length of the side panel (30 inches) and the height is the total height of the three risers (24 inches).

Substituting these values into the formula we get,

Area = (30 inches x 24 inches)/2

Area = 360 square inches

Therefore, the area of the side panel of the stairway is 360 square inches.

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For this data, the IQR is a superior measure of variability because it is less than the range. The greatest way to quantify variability is the IQR, and that number is 11.

The interquartile range (IQR) in descriptive statistics is a measurement of statistical dispersion, or the spread of the data. The IQR is also known as the middle 50%, the fourth spread, or the H-spread. The difference between the data's 75th and 25th percentiles is how it is defined.

The median (middle value) of the lower half and upper half of the data should be found first in order to determine the interquartile range (IQR). The quartile 1 (Q1) and quartile 3 values are these (Q3). The IQR is the difference between Q3 and Q1.

From the given stem-and-leaf plot, we can see that the lowest score is 5, and the highest score is 23. Therefore, the range of the data is:

Range = highest value - lowest value = 23 - 5 = 18

We also need to find the quartiles to calculate the IQR. The median (Q2) of the data is 18, which is the value that separates the lower 50% of the scores from the upper 50%. To find Q1 and Q3, we can split the lower and upper halves of the data, respectively, and find their medians.

The lower half of the data is: 5, 10, 13, 17, 18. The median of this half is (13 + 17)/2 = 15.

The upper half of the data is: 24, 26, 28. The median of this half is 26.

Therefore, Q1 = 15 and Q3 = 26, and the IQR is:

IQR = Q3 - Q1 = 26 - 15 = 11.

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Answer:

IQR 18.5

Step-by-step explanation:

I took the test