maths homework struggling ​

Answer:A line that starts at one point and extends indefinitely in one direction is called a ray.

The calculated value of the element in row 2 column 4 is 1.

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

The pentagonal prism

Where the vertices are labelled 1 to 6

From the figure, we can see that

The vertices 2 and 4 are adjacent matrices

This means that they are connected

The general rule is that; for an incidence matrix, the rows represent the vertices, and the columns represent the edges.

Since vertices 2 and 4 are adjacent to each other, the value of the element in row 2 column 3 will be 1

Otherwise, it would be 0

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The sum is:

7/2x

Work/explanation:

Notice how the problem provides us with two fractions where the denominators are the same. Whenever this happens, we can just add the numerators:

[tex]\sf{\dfrac{1}{2x} +\dfrac{6}{2x}}[/tex]

[tex]\sf{\dfrac{7}{2x}}[/tex]

Hence, the sum is 7/2x.

The vector function that represents the curve of intersection between the cone z = sqrt[tex](x^2 + y^2[/tex]) and the plane z = 1 is given by r(t) = [cos(t), sin(t), 1]

To find the vector function that represents the curve of intersection between the cone and the plane, we need to equate the expressions for z in both surfaces and solve for x, y, and z.

The cone is defined by the equation z = sqrt([tex]x^2 + y^2).[/tex]

The plane is defined by the equation z = 1.

Setting these two expressions equal to each other, we have:

sqrt(x^2 + y^2) = 1

To eliminate the square root, we can square both sides of the equation:

[tex]x^2 + y^2 = 1[/tex]

This equation represents a circle in the xy-plane with a radius of 1 centered at the origin.

Now, let's express x and y in terms of a parameter t to obtain a vector function for the curve of intersection. We can choose to parameterize the circle using polar coordinates:

x = cos(t)

y = sin(t)

Substituting these expressions into the equation x^2 + y^2 = 1, we have:

cos^2(t) + sin^2(t) = 1

This is true for any value of t, so the parameterization is valid.

Finally, we can write the vector function for the curve of intersection:

r(t) = [cos(t), sin(t), 1]

Therefore, the vector function that represents the curve of intersection between the cone z = sqrt(x^2 + y^2) and the plane z = 1 is given by r(t) = [cos(t), sin(t), 1], where t is a parameter that varies over the range of values that defines the circle in the xy-plane.

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Answer:

B. Positive linear

Step-by-step explanation:

First, this graph is a linear graph because a linear graph is a straight line. The graph in the diagram is also a straight line, so it is linear.
Also, notice how as x increases, y increases. This means that the graph is positive

The solutions to the quadratics are;

10) Option C

11) Option C

12) Option C

13) Option A

14) Option B

15) Option B

16) Option C

17) Option A

18) Option A

A quadratic equation is a polynomial equation of degree 2

10) To factor [tex]20z^2 - 3z - 9[/tex]we would have;

(5z + 3) (4z - 3)

11) [tex]2x^2 - 11x = 0[/tex]

x(2x - 11) = 0

x = 0, 11/2

12)[tex]x^2 - 100 = 0[/tex]

[tex](x - 10)^2[/tex]= 0

x = ± 10

13)

[tex]x^2 - 7x + 12 = 0\\x^2 - 4x - 3x + 12 = 0[/tex]

x(x - 4) -3(x - 4) = 0

(x - 3) (x - 4) = 0

x = 3 , 4

14)

[tex]3x^2 + 12x - 15 = 0\\3x^2 + 15x - 3x - 15 = 0[/tex]

3x(x + 5) -3 (x + 5) = 0

(3x - 3) (x + 5) = 0

x = 5 or 1

15)

[tex]x^2 = 25[/tex]

x = ±5

16)[tex]x^2 = 7[/tex]

x = √7

17) [tex]x^2 + 4x - 3 = 0[/tex]

x = -4 ±√(4)^2 - 4(-3)(1)/2(1)

x = -4  ±√16 + 12/2

x = -4  ±√28/2

x = -2  ± √7/2

18)

x^2 + 7x + 2 = 0

x = (-7) ±√(7)^2 - 4(2)(1)/2(1)

x =  (-7) ±√49 - 8/2

x =  (-7) ±√41/2

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Answer:

a. Algeria

b. 5.017 x 10^6

Step-by-step explanation:

a. Algeria

b. (1.13 x 10^6) + (2.38 x 10^6) + (0.924 x 10^6) + (0.583 x 10^6)

= 5.017 x 10^6

The equation of the line in slope-intercept form is y = (2 / 7)x - 2.

To write the equation of a line in slope-intercept form, we need to determine the slope and the y-intercept of the line using the given points.

The slope of a line can be calculated using the formula:

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

where (x1, y1) and (x2, y2) are the coordinates of two points on the line.

Using the given points (-7, -4) and (7, 0), we can calculate the slope:

slope = (0 - (-4)) / (7 - (-7)) = 4 / 14 = 2 / 7.

Now that we have the slope, we can use the point-slope form of a linear equation to find the equation of the line:

y - y1 = m(x - x1),

where (x1, y1) is a point on the line and m is the slope.

Let's use the point (7, 0):

y - 0 = (2 / 7)(x - 7).

To simplify, we have:

y = (2 / 7)(x - 7).

Therefore, the equation of the line in slope-intercept form is y = (2 / 7)x - 2.

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The equation of the line passing through the given points in slope-intercept form is y = (2/7)x - 2.

To write the equation of a line in slope-intercept form, we need to use the formula y = mx + b, where m is the slope and b is the y-intercept. First, let's calculate the slope using the given points.

Slope (m) = (y2 - y1) / (x2 - x1)

Slope (m) = (0 - (-4)) / (7 - (-7)) = 4/14 = 2/7

Now that we have the slope, we can choose any of the two given points to find the y-intercept. Using the point (7, 0):

0 = (2/7)(7) + b

b = 0 - 2 = -2

Therefore, the equation of the line in slope-intercept form is y = (2/7)x - 2.

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Answer:

Sue rode 1885 miles total

Step-by-step explanation:

There are 31 days in March, 30 in April, and 30 in May.

31 * 12 + 30 * 12 + 30 * 12 = 1092

There are 30 days in June and 31 in august.

30 * 13 + 31 * 13 = 793

Now we find the total:

1092 + 793 = 1885

My experience with problem-solving in mathematics education has demonstrated its immense value in fostering students' mathematical proficiency, critical thinking abilities, and transferable skills. It has been an enriching journey to witness students grow as problem solvers, embracing challenges, and applying their mathematical knowledge to solve complex problems in creative and innovative ways.

Overall Experience with Problem-Solving in Mathematics Education:

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The completely factoring form of 6a^2 - 15a + 6 is 3(2a - 1)(a - 2).

To completely factor the expression 6a^2 - 15a + 6, the first step is to check if there is a common factor among the coefficients (6, -15, and 6) and the terms (a^2, a, and 1).

In this case, we can see that the common factor among the coefficients is 3, so we can factor out 3:

3(2a^2 - 5a + 2)

Now we need to factor the quadratic expression inside the parentheses further. We are looking for two binomials that, when multiplied, give us 2a^2 - 5a + 2. The factors of 2a^2 are 2a and a, and the factors of 2 are 2 and 1. We need to find two numbers that multiply to give 2 and add up to -5.

The numbers -2 and -1 fit this criteria, so we can rewrite the expression as:

3(2a - 1)(a - 2)

Therefore, the completely factored form of 6a^2 - 15a + 6 is 3(2a - 1)(a - 2).

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Answer:

x = 23

Step-by-step explanation:

the angle 117° is the sum of the 2 angles 94 and x , then

x + 94 = 117 ( subtract 94 from both sides )

x = 23

then ∠ x = 23°

Answer: x = -20

Step-by-step explanation:

Answer:

[tex]x = -20[/tex]

Step-by-step explanation:

To find the solution we first need to isolate x.

[tex]x + 14 = -6[/tex]

Subtract 14 from each side to make x alone.

[tex]x + 14 - 14 = -6 - 14[/tex]

Simplify

[tex]x = -20[/tex]

Answer:

Introduction of a business invironment

The cosine function graphed in this problem is given as follows:

D. y = 3cos(2(x + π/3)).

The standard definition of the sine function is given as follows:

y = Asin(B(x - C)).

For which the parameters are given as follows:

The function varies between -3 and 3, hence the amplitude is given as follows:

A = 3.

The coefficient B is given as follows:

B = 2.

The vertical shift is given as follows:

C = -π/3.

Hence the function is:

D. y = 3cos(2(x + π/3)).

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The calculation involves summing the probabilities of 0, 1, 2, and 3 cars arriving within 10 minutes.

The probability that the toll booth operator will have to wait not longer than 10 minutes before the third car arrives can be determined using the Poisson distribution formula.

The average rate of car arrivals is given as 10 cars every 20 minutes, which can be translated to an average rate of 0.5 cars per minute (10 cars / 20 minutes = 0.5 cars/minute).

To find the probability of the third car arriving within 10 minutes, we need to calculate the cumulative probability of the Poisson distribution up to the third car, using the average rate of 0.5 cars per minute and a time interval of 10 minutes.

The calculation involves summing the probabilities of 0, 1, 2, and 3 cars arriving within 10 minutes.

The resulting probability will provide the answer to the given question

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The transformation from f(x) to g(x) is (b) a rotation and a translation

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

f(x) = x

g(x) = 1/9x - 2

First f(x) = x is transformed to f'(x) = 1/9x

This transformation is a rotation

Next, f'(x) = 1/9x is transformed to g(x) = 1/9x - 2

This transformation is a translation

This means that the transformation from f(x) to g(x) is a rotation and a translation

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(a) To find the slant height of the cone, we can use the Pythagorean theorem. The slant height (l) of a cone is the hypotenuse of a right triangle formed by the height (h) and the radius (r). In this case, the height (h) of the cone is given as 10 cm and the radius (r) is given as 5 cm.

Using the Pythagorean theorem:

l² = r² + h²

l² = 5² + 10²

l² = 25 + 100

l² = 125

Taking the square root of both sides:

l = √125

l ≈ 11.18 cm

Therefore, the slant height of the cone is approximately 11.18 cm.

(b) The curved surface area (CSA) of a cylinder is given by the formula:

CSA of cylinder = 2πrh

Where r is the radius of the cylinder's base and h is the height of the cylinder.

The curved surface area (CSA) of a cone is given by the formula:

CSA of cone = πrl

Where r is the radius of the cone's base and l is the slant height of the cone.

In this case, the radius (r) for both the cylinder and the cone is 5 cm, and the height (h) for the cylinder is 10 cm.

CSA of cylinder = 2π(5)(10) = 100π cm²

CSA of cone = π(5)(11.18) = 175.93π cm²

To find the ratio of the curved surface area of the cylinder to that of the cone, we divide the CSA of the cylinder by the CSA of the cone:

Ratio = (CSA of cylinder) / (CSA of cone)

Ratio = (100π) / (175.93π)

Ratio ≈ 0.569

Therefore, the ratio of the curved surface area of the cylinder to that of the cone is approximately 0.569.

Answer:

42 cm

:234

Step-by-step explanation:

Answer:

2/9

Step-by-step explanation:

Coin

A coin has 1 side heads and 1 side tails.

total number of possible outcomes = 2

desired outcome: heads

number of desired outcomes = 1

p(event) = (number of desired outcomes)/(total number of possible outcomes)

p(heads) = 1/2

Spinner

The spinner has 9 sections of equal size.

possible outcomes: the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9

total number of possible outcomes = 9

desired outcome: even number

number of desired outcomes = 4

p(event) = (number of desired outcomes)/(total number of possible outcomes)

p(even number) = 4/9

Combined probability

The coin and spinner are independent events. The overall probability of independent events is the product of the individual probabilities.

p(heads then even) = 1/2 × 4/9 = 4/18 = 2/9

Answer: 2/9

Foreign direct investment helps improve the economic situation of a recipient country by increasing employment opportunities in the country that the company invests in.

When foreign companies invest in a recipient country, they often establish or expand their operations, which requires hiring local workers. This leads to job creation and reduces unemployment rates in the recipient country.

Increased employment opportunities result in more individuals having access to income and improved standards of living.

Foreign direct investment also contributes to the transfer of technology, knowledge, and skills to the recipient country. Multinational companies often bring advanced technologies, production techniques, and management practices that may not have been available or widely adopted in the recipient country.

Furthermore, foreign direct investment stimulates domestic investment and encourages the growth of local businesses. When foreign companies invest in a recipient country, they often form partnerships or engage in supply chain relationships with local firms.

Overall, foreign direct investment increases employment opportunities, fosters technology transfer, and stimulates domestic investment, all of which contribute to improving the economic situation of a recipient country.

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Answer:

To evaluate the function f(x) = (1/2)x + 3 for f(4), we substitute x = 4 into the function:

f(4) = (1/2)(4) + 3

= 2 + 3

= 5

Therefore, the correct answer is a. 5.

Answer:

A

Step-by-step explanation:

to evaluate f(4) substitute x = 4 into f(x)

f(x) = [tex]\frac{1}{2}[/tex] x + 3 ← substitute x = 4

f(4) = [tex]\frac{1}{2}[/tex] (4) + 3 = 2 + 3 = 5

In the preparation of 96 suppositories, approximately 139.776 ml of glycerine with a specific gravity of 1.25 would be used.

To determine the amount of glycerine needed for the preparation of 96 suppositories, we need to calculate the amount of glycerine used per suppository and then scale it up for the total number of suppositories.

Glycerine: 91g

Sodium stearate: 9g

Purified water: 5g

Since we are making 50 suppositories, we can calculate the amount of glycerine per suppository as:

Amount of glycerine per suppository = Glycerine / Number of suppositories

Amount of glycerine per suppository = 91g / 50

Amount of glycerine per suppository = 1.82g

Now, we can scale this up to find the amount of glycerine needed for 96 suppositories:

Total amount of glycerine = Amount of glycerine per suppository * Number of suppositories

Total amount of glycerine = 1.82g [tex]\times[/tex] 96

Total amount of glycerine = 174.72g

However, we need to convert this weight to volume using the specific gravity of glycerine.

Volume = Weight / Specific gravity

Volume of glycerine needed = 174.72g / 1.25

Volume of glycerine needed = 139.776 ml

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Answers:

=====================================================

Explanation for part (a)

The table says there are 39 students who do not carry a backpack out of 100 total.

39/100 = 0.39 = 39% of the students do not carry a backpack.

--------------------

Explanation for part (b)

The phrasing "if a junior is chosen" is the same as saying something like "given we know a junior has been chosen". The word "given" is a key term in conditional probability questions.

We focus entirely on the juniors only. Ignore everyone else.

I recommend either using a highlighter to mark the "junior" column, or using two sheets of paper to cover the other columns up.

We have 18 juniors that carry a backpack out of 32 juniors total.

18/32 = 9/16 = 0.5625 is the probability the junior has a backpack. This value is exact and hasn't been rounded.

--------------------

Explanation for part (c)

This is similar to the previous part. The "given" this time is we know 100% the student selected doesn't have a backpack.

Focus solely on the "no backpack" row. There are 14 juniors and 16 seniors in this row. There are 14+16 = 30 juniors or seniors that don't have a backpack. This is out of 39 people who don't have a backpack.

30/39 = 0.7692 which is approximate. Round this value however needed.

--------------------

Explanation for part (d)

Define these events

Then,

If events A and B were independent, then P(A and B) = P(A)*P(B) would be a true equation.

P(A)*P(B) = 0.11*0.61 = 0.0671 exactly without any rounding done to it

This does not match with P(A and B) = 0.08

Therefore, P(A and B) = P(A)*P(B) is false. Events A and B are not independent. They are dependent in some way.

Use this logic to explore the connections between the other grade levels and their status of "backpack" vs "no backpack". You should find that those connections are also dependent.

--------------------

Alternative explanation for part (d)

Once again I'll define these two events:

If the events were independent, then these two equations must be true

The table says P(A) = 0.11 as calculated earlier.

P(A given B) = probability a freshman is chosen, given they have a backpack

P(A given B) = (8 freshmen with backpacks)/(61 people with backpacks)

P(A given B) = 8/61

P(A given B) = 0.1311 approximately

This does not match up with P(A) = 0.11 calculated earlier.

We have shown that P(A given B) = P(A) is false in this case, which must mean the events are dependent somehow. Having prior knowledge of the student having a backpack (or not) changes the probability of P(A).

You should find that P(B given A) = P(B) is false here as well. I'll let you explore this connection, and the other paired connections.

To conclude part (d) in one sentence: Yes there appears to be a connection between grade level and whether the student carries a backpack or not.

Answer:

  A.  p(t) = 16 -5t +2t²

Step-by-step explanation:

You want the interpolating polynomial for points (1, 13), (2, 14), and (3, 19).

The given system of equations can be solved by your favorite method to find ...

The interpolating polynomial is p(t) = 16 -5t +2t².

__

Additional comment

The points and the polynomial are graphed in the second attachment.

<95141404393>

The interpolating polynomial  is (a) p(t) = 13 - 2.5t +1.5t²

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

Points =  (1, 13), (2, 14), and (3, 19).

Using the general form of the quadratic formula, we have

a + b + c = 12

4a + 2b + c = 14

9a + 3b + c = 19

Subtract the equations to eliminate c

So, we have

3a + b = 2

5a + b = 5

Subtract the equations to eliminate b

So, we have

2a = 3

So, we have

a = 1.5

Next, we have

3a + b = 2

3(1.5) + b = 2

Evaluate

b = -2.5

Lastly, we have

4a + 2b + c = 14

4(1.5) + 2(-2.5) + c = 14

Evaluate

c = 13

So, the equation is p(t) = 13 - 2.5t +1.5t²

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The two types of frequency distributions are Discrete Frequency Distribution and Grouped Frequency Distribution

The two types of frequency distributions are;

When the data consists of discrete, separate values, this sort of distribution is used. It displays the frequency or number of occurrences of each value.

The data is often expressed in a table with two columns: one for distinct values and another for the frequencies of those values.

This distribution is utilized when the data is continuous and has a wide range of values. It entails categorizing the data into intervals or classes and then calculating the frequency of values that fall within each interval.

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The z-score for a student who earned a 75 on the history test is -5/6.

To calculate the z-score for a student who earned a 75 on the history test, we need to use the formula:

z = (x - μ) / σ

Where:

x is the individual score (75 in this case),

μ is the population mean (average) of the scores (80),

and σ is the standard deviation of the scores (6).

Plugging in the values, we have:

z = (75 - 80) / 6

Simplifying the equation:

z = -5 / 6

Therefore, the z-score for a student who earned a 75 on the history test is -5/6.

The z-score represents the number of standard deviations a particular data point is away from the mean.

In this case, since the z-score is negative (-5/6), it indicates that the student's score of 75 is below the mean score of 80. The magnitude of the z-score (5/6) suggests that the student's score is approximately 0.83 standard deviations below the mean.

Z-scores are useful in comparing individual scores to the distribution of scores.

They provide a standardized measure of how a data point relates to the mean and standard deviation of a dataset. In this case, the negative z-score indicates that the student's score is below average, and the magnitude of the z-score gives a sense of the deviation from the mean.

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The matrix system has no solution.

option D is the correct answer.

A general solution of a system of linear equations is a formula which gives all solutions for different values of parameters.

The given linear expression;

x₂ - 4x₃  + 3x₄

x₁ - 3x₂  + 8x₃ - 4x₄

The given expression in matrix form;

x₂ - 4x₃  + 3x₄   =    [0    1     - 4     3 ]

x₁ - 3x₂  + 8x₃ - 4x₄ [1     -3     8    -4 ]

The solution of the matrix can be determined by applying row reduction or using a method Cramer's method.

However, the matrix expression has no equal entity and therefore will not have a any solution, as it does not meet the criteria of an equation.

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Answer:

  A) -22j

  B) 4i

Step-by-step explanation:

You want the vector components represented by (a) 22 mph south, and (b) 4 mph east.

Maps are generally oriented with North at the top. When compared to an x-y coordinate plane, this means south is in the -y direction, and east is in the +x direction.

Two-dimensional vector spaces are generally defined with unit vector i pointing to the right, and unit vector j pointing up.

Using these conventions, we can define the vector components of the given speeds.

A unit vector in the direction south could be -j. Then the vector component of cruise ship speed in the direction south will be ...

  -22j

The unit vector in the direction east will be multiplied by the easterly speed to get the vector component for the Gulf Stream:

  +4i

__

Additional comment

A vector is often represented using an over-arrow or a bold or italic font.

  [tex]4\vec{i}-22\vec{j}[/tex]

In the answer text above, we have used a different font to indicate the unit vectors. The arrows are generally available only in typeset text.

<95141404393>

To find the total cost of office supplies, applying the order of operations (PEMDAS) is crucial. A stapler priced at $8 and 5 pens, each costing $2, are required. By following the correct order, we calculate the cost of the stapler separately, then the pens. Adding the stapler cost ($8) to the pen cost ($10) yields a total of $18. Adhering to the order of operations ensures accurate calculations and determines the correct total cost of the supplies.

To solve the problem, let's demonstrate the order of operations, also known as PEMDAS (Parentheses, Exponents, Multiplication and Division from left to right, and Addition and Subtraction from left to right).

The correct method to solve the problem is as follows:

1. Calculate the cost of the stapler: $8.

2. Calculate the cost of the pens: 5 pens * $2/pen = $10.

3. Add the cost of the stapler and the pens to find the total cost: $8 + $10 = $18.

Therefore, the total cost of the supplies for the office is $18.

Now, let's demonstrate the incorrect method by not following the order of operations:

1. Add the cost of the stapler and the pens first: $8 + (5 * $2).

2. Perform the multiplication: $8 + (5 * $2) = $8 + $10 = $18.

In this case, the incorrect method led to the same result as the correct method. However, this may not always be the case. If the order of operations is not followed correctly, it can lead to incorrect results.

It is essential to follow the order of operations to ensure accurate calculations. Parentheses should be evaluated first, followed by exponents, multiplication and division (from left to right), and finally addition and subtraction (from left to right).

By correctly following the order of operations, we can obtain the accurate total cost of the supplies for the office, which is $18.

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To find the inverse of a 3x3 matrix, you can use the following formula:

Let's say you have a matrix A:

A = [a b c

d e f

g h i]

4. Create the matrix of cofactors by multiplying each element in the matrix of minors by (-1) raised to the power of the sum of its row and column numbers.

5. Transpose the matrix of cofactors by swapping the elements along the main diagonal.

6. Multiply the transposed matrix of cofactors by 1/det(A) to obtain the inverse of matrix A.

Applying these steps to the given matrix [1 0 0; 1 1 0; 1 1 1], you can calculate the inverse of the matrix.