Pre - Calculus evaluate exponential derivative at a point !

Answer:

∠D = 44

Step-by-step explanation:

Since EF║DG, ED is a transversal

⇒ ∠E + ∠D = 180

⇒ ∠D = 180 - ∠E

= 180 - 136

= 44

⇒ ∠D = 44

A. The slope intercept form of the graph is y = -10x + 100.

B. The slope intercept form equation can be gotten using two points to find the slope and the y-intercept.

C. The slope represents the change in the percentage of battery remaining with respect to the change in number of hours.

The equation of a line in slope intercept form can be represented as follows:

y = mx + b

where

Therefore, using the (0, 100) and (1, 90). Hence,

m = 90 - 100 / 1 - 0

m = -10 / 1

m = -10

Therefore,

y = -10x + b

y = -10x + 100

B. The slope intercept form equation can be found using two points in the graph.

C. The slope in this situation represent the change in the percentage of battery remaining with respect to the change in number of hours.

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Furthermore, changes in velocity do not always lead to shifts in the price level or nominal GDP.

The quantity theory of money suggests that changes in the money supply may result in changes in the price level if there is no change in velocity and real GDP. Changes in velocity are related to changes in the amount of money required to finance transactions. A shift in velocity can occur due to several factors, including financial innovation and changes in regulations, technology, and consumer preferences.

However, such changes may not necessarily be related to shifts in the money supply.According to the quantity theory of money, MV = PY, where M refers to the money supply, V refers to the velocity of money, P refers to the price level, and Y refers to real GDP. Thus, a change in the money supply is anticipated to result in an equal change in the nominal GDP, given that velocity and real GDP remain unchanged.

A shift in velocity can be brought about by a number of factors, including financial innovation and changes in regulations, technology, and consumer preferences. Velocity is defined as the number of times per unit of time that the monetary unit is used for transactions in the economy.

When velocity changes, the amount of money required to finance transactions also changes.The quantity theory of money asserts that an increase in the money supply will raise the price level and nominal GDP, holding constant the velocity and real GDP. Nonetheless, changes in velocity are often associated with changes in financial innovation and regulations, consumer behavior and technology, rather than changes in the money supply.

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(i) The probability that it will take more than 10 minutes to serve a customer is approximately 0.1353.

(ii) The probability that a customer shall be free within 4 minutes is approximately 0.4866.

To solve this problem, we can use the exponential distribution formula. The exponential distribution is often used to model the time between events occurring at a constant average rate. In this case, we want to find the probability of specific service times.

Let's denote λ as the average number of customers served per hour. Given that 20 customers are served on average, we can determine λ by dividing the average number of customers by the time taken to serve them, which is 1 hour. Therefore, λ = 20 customers/hour.

Now, we can calculate the probability using the exponential distribution formula:

(i) To find the probability that it will take more than 10 minutes to serve a customer, we need to convert 10 minutes to hours, which is 10/60 = 1/6 hour. Let's call this value x.

The probability can be calculated as P(X > x) = 1 - P(X ≤ x), where X follows an exponential distribution with rate parameter λ.

P(X > 1/6) = 1 - P(X ≤ 1/6)

          = 1 - (1 - [tex]e^{(-\lambda x))[/tex]     [Using the cumulative distribution function (CDF) of the exponential distribution]

          = [tex]e^(- \lambda x)[/tex]

          = [tex]e^{(-20/6)[/tex]

          ≈ 0.1353

(ii) To find the probability that a customer shall be free within 4 minutes, we convert 4 minutes to hours, which is 4/60 = 1/15 hour. Let's call this value y.

The probability can be calculated as P(X ≤ y), where X follows an exponential distribution with rate parameter λ.

P(X ≤ 1/15) = 1 - [tex]e^{(-\lambda y)[/tex]

           = 1 - [tex]e^{(-20/15)[/tex]

           ≈ 0.4866

Therefore, the probability that a customer shall be free within 4 minutes is approximately 0.4866.

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According to the quantity theory of money, changes in the money supply will lead directly to changes in the price level if velocity and real GDP are unaffected by the change in the money supply.Velocity can change over time, and changes in velocity may be caused by various factors.

For example, changes in velocity can be caused by shifts in payment practices, changes in the use of credit, changes in the availability of bank deposits or cash, or shifts in demand patterns.Changes in velocity may be related to changes in the money supply.

For example, if the money supply increases, the demand for money may increase, causing the velocity of money to decrease. Conversely, if the money supply decreases, the demand for money may decrease, causing the velocity of money to increase.

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The formal null hypothesis, denoted as H₀, for the comparison of means in this context would be: H₀: μ₁ = μ₂ = μ₃

In words, the null hypothesis states that the population means of English, Spanish, and Korean language proficiency levels (represented by μ₁, μ₂, and μ₃, respectively) are all equal.

The null hypothesis assumes that there is no significant difference between the means of the three language proficiency levels. It suggests that any observed differences in the sample means are due to random sampling variability and not representative of true differences in the population means.

When conducting hypothesis testing, the null hypothesis is initially assumed to be true, and the alternative hypothesis (H₁) is formulated as the opposite or complementary statement. In this case, the alternative hypothesis would be:

H₁: At least one of the population means of English, Spanish, and Korean language proficiency levels is different.

To determine whether to reject the null hypothesis, statistical tests such as analysis of variance (ANOVA) or t-tests can be used to compare the means of the language proficiency levels. If the test results provide sufficient evidence to reject the null hypothesis, it suggests that there are significant differences between the means of the language proficiency levels.

It's important to note that this is a generic explanation of the formal null hypothesis in the context of comparing means. The specific null hypothesis may vary depending on the research question and the variables being compared.

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to get the equation of any straight line, we simply need two points off of it, let's use those two in the picture below.

[tex](\stackrel{x_1}{-6}~,~\stackrel{y_1}{4})\qquad (\stackrel{x_2}{6}~,~\stackrel{y_2}{-6}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{-6}-\stackrel{y1}{4}}}{\underset{\textit{\large run}} {\underset{x_2}{6}-\underset{x_1}{(-6)}}} \implies \cfrac{-10}{6 +6} \implies \cfrac{ -10 }{ 12 } \implies - \cfrac{5}{6}[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{4}=\stackrel{m}{- \cfrac{5}{6}}(x-\stackrel{x_1}{(-6)}) \implies y -4 = - \cfrac{5}{6} ( x +6) \\\\\\ y-4=- \cfrac{5}{6}x-5\implies {\Large \begin{array}{llll} y=- \cfrac{5}{6}x-1 \end{array}}[/tex]

Step-by-step explanation:

I hope this answer is helpful ):

There are 50 employees in total at the shop.

Let's assume the total number of employees at the shop is 'x'.

According to the given information, 8% of the employees work part-time. This means that 8% of 'x' equals the number of part-time employees.

We can set up the following equation to represent this relationship:

(8/100) * x = 4

To solve for 'x', we first simplify the equation by dividing both sides by 100:

(8/100) * x = 4

0.08 * x = 4

Next, we isolate 'x' by dividing both sides of the equation by 0.08:

x = 4 / 0.08

Performing the division, we find:

x = 50

Therefore, the total number of employees at the shop is 50.

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The best statement that describes the amount of water in the pool is that it is decreasing during the time interval 4. That is option 3.

To determine the time interval of the water in the pool the following is carried out.

At 0 hour, the water is at the level of = 40 gallons

At 1 hour, the water decreased to = 25 gallons.

At 2 hours, the water decreased to = 10 gallons.

The water remained at a constant level till 4 hours.

Therefore, the amount of water in the pool is that it is decreasing during the time interval 4.

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The calculated measure of m∠PNM is 87 degrees

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

The circle

Where, we have

PM = 360 - 64 - 122

Evaluate

PM = 174

Next, we have

m∠PNM = 1/2 * 174

So, we have

m∠PNM = 87

Hence, the measure of m∠PNM is 87 degrees

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Answer: 35x/2 + 9y −5

Step-by-step explanation:

Answer: 13 1/2

Step-by-step explanation:

There are a few methods to complete this problem, but here is one of the simplest methods by separating the parts:

First, we rewrite our equation with parts separated

7 + 1/4 + 6 + 1/4

Next, we solve the whole number parts

7 + 6 = 13

Solving the fraction parts and reducing the result to the lowest terms

1/4 + 1/4 = 2/4

2/4 = 1/2

Combining the whole and fraction parts

13 + 1/2 = 13 1/2

Hope this helps! Please feel free to ask any questions if needed :)

Approximately $10,758.90 must be deposited now in the account to have a balance of $20,000 after 15 years, assuming a 3.5% annual interest rate compounded monthly.

To calculate the amount of money that must be deposited now to have a balance of $20,000 after 15 years, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where:

A = final balance ($20,000)

P = principal amount (initial deposit we want to find)

r = annual interest rate (3.5% or 0.035 as a decimal)

n = number of times interest is compounded per year (monthly, so n = 12)

t = number of years (15)

Substituting the given values into the formula:

$20,000 = P(1 + 0.035/12)^(12*15)

Next, we can simplify the equation and solve for P:

$20,000 = P(1 + 0.0029166666666667)^(180)

$20,000 = P(1.0029166666666667)^(180)

To isolate P, we divide both sides of the equation by (1.0029166666666667)^(180):

P = $20,000 / (1.0029166666666667)^(180)

P ≈ $10,758.90

Therefore, approximately $10,758.90 must be deposited now in the account to have a balance of $20,000 after 15 years, assuming a 3.5% annual interest rate compounded monthly.

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Answer:

x = 9

Q = 64

Step-by-step explanation:

Since QRST is a trapezoid

∠Q = ∠R

9x - 17 = 4x + 28

9x - 4x = 28 + 17

5x = 45

x = 45/5

x = 9

∠Q = 9x - 17

= 9*9- 17

= 81 - 17

= 64

Rounding to the nearest cent, the value of the investment at the end of 5 years for the different compounding methods are:

Annually compounded: $31,730.82

Semi-annually compounded: $31,992.85

Quarterly compounded: $32,136.11

Monthly compounded: $32,232.45

Daily compounded: $32,265.83

To calculate the value of the investment at the end of 5 years, we can use the compound interest formula:

A = P * (1 + r/n)^(n*t)

Where:

A is the final amount (value of the investment)

P is the principal amount (initial investment)

r is the interest rate (in decimal form)

n is the number of compounding periods per year

t is the number of years

Given:

Principal amount (P): $20,700

Interest rate (r): 9% per year (0.09 in decimal form)

Number of compounding periods per year (n): It is not specified in the question. We will assume it to be annually.

Using the formula, we can calculate the value of the investment for different compounding methods:

Annually compounded:

A = 20700 * (1 + 0.09/1)^(1*5) = 20700 * (1.09)^5 ≈ $31,730.82

Semi-annually compounded:

A = 20700 * (1 + 0.09/2)^(2*5) = 20700 * (1.045)^10 ≈ $31,992.85

Quarterly compounded:

A = 20700 * (1 + 0.09/4)^(4*5) = 20700 * (1.0225)^20 ≈ $32,136.11

Monthly compounded:

A = 20700 * (1 + 0.09/12)^(12*5) = 20700 * (1.0075)^60 ≈ $32,232.45

Daily compounded:

A = 20700 * (1 + 0.09/365)^(365*5) ≈ $32,265.83

Rounding to the nearest cent, the value of the investment at the end of 5 years for the different compounding methods are:

Annually compounded: $31,730.82

Semi-annually compounded: $31,992.85

Quarterly compounded: $32,136.11

Monthly compounded: $32,232.45

Daily compounded: $32,265.83

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To find all points on the x-axis that are 16 units away from the point (5, -8), we can use the distance formula. The distance between two points (x₁, y₁) and (x₂, y₂) is given by the formula:

d = √((x₂ - x₁)² + (y₂ - y₁)²)

In this case, the y-coordinate of the point (5, -8) is -8, which lies on the x-axis. So, any point on the x-axis will have a y-coordinate of 0. Let's substitute the given values and solve for the x-coordinate.

d = √((x - 5)² + (0 - (-8))²)

Simplifying:

d = √((x - 5)² + 64)

Now, we want the distance d to be equal to 16 units. So, we set up the equation:

16 = √((x - 5)² + 64)

Squaring both sides of the equation to eliminate the square root:

16² = (x - 5)² + 64

256 = (x - 5)² + 64

Subtracting 64 from both sides:

192 = (x - 5)²

Taking the square root of both sides

√192 = x - 5

±√192 = x - 5

x = 5 ± √192

Therefore, the two points on the x-axis that are 16 units away from the point (5, -8) are:

Point 1: (5 + √192, 0)

Point 2: (5 - √192, 0)

In summary, the points on the x-axis that are 16 units away from the point (5, -8) are (5 + √192, 0) and (5 - √192, 0).

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3.1.1 The basic property of operations used is the commutative property of multiplication.

3.1.2 The basic property of operations used is the additive inverse property.

3.1.3 The basic property of operations used is the associative property of addition.

3.1.1 The basic property of operations used in this calculation is the commutative property of multiplication. It states that the order of the factors in a multiplication problem can be rearranged without changing the product. In this case, the numbers 25 and 4 were swapped, resulting in the same product of 100.

3.1.2 The basic property of operations used in this calculation is the additive inverse property. It states that for any number, there exists an additive inverse such that when the number and its additive inverse are added together, the result is zero. In this case, adding 412 and its additive inverse (-412) results in zero.

3.1.3 The basic property of operations used in this calculation is the associative property of addition. It states that the grouping of numbers being added does not affect the sum. In this case, the numbers 25, 37, 20, 5, 30, and 7 were regrouped to facilitate easier mental addition. By grouping 25 and 37, and then grouping 20, 5, 30, and 7, the final sum of 62 is obtained, which is the same as adding all the numbers together in the original order.

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The next term in the sequence is 98. None of the given options (60, 81, 90, 101) match the expected next term. None of the option is correct.

To find the pattern in the sequence 1, 1, 3, 8, 19, 41, we can examine the differences between consecutive terms:

1 1 3 8 19 41

0 2 5 11 22

Looking at the differences, we can observe that each subsequent difference is obtained by adding consecutive odd numbers: 2, 3, 4, 5, etc. This suggests that the original sequence may be related to square numbers.

Let's check if the differences between consecutive terms are square numbers:

2 = 1²

5 = 2² + 1²

11 = 3² + 2²

22 = 4² + 3²

Based on this pattern, we can make a reasonable assumption that the next difference should be 5² + 4² = 41 + 16 = 57. Adding this difference to the last term of the sequence (41), we get the next term:

41 + 57 = 98

Therefore, the next term in the sequence is 98. None of the given options (60, 81, 90, 101) match the expected next term.

Hence, none of the given options accurately continue the pattern of the sequence. It's important to note that patterns in sequences can sometimes have multiple possible interpretations, and it's always essential to consider alternative patterns or extend the sequence further to confirm the pattern.

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Answer:

b) [tex]MN = 6\frac{3}{4}[/tex]

Step-by-step explanation:

In ΔPQN and ΔLMN,

∠PQN = ∠LMN (given)

∠PNQ = ∠LNM (vertically opposite angles)

Since two angles in the triangles are same, the third angle must alos be same

Therefore,

∠QPN = ∠MLN

By AAA property, the two triangles are similar

Therefore,

[tex]\frac{PQ}{LM} =\frac{QN}{MN} =\frac{PN}{LN} \\\\\implies \frac{8}{6} =\frac{9}{MN} =\frac{PN}{LN} \\\\\implies \frac{8}{6} =\frac{9}{MN}\\\\\implies MN =\frac{9*6}{8}\\\\\implies MN =\frac{54}{8}\\\\\implies MN =\frac{27}{4}\\\\\implies MN =6\frac{3}{4}[/tex]

Answer: The percentage of people surveyed who liked blue cars is 50%.

Step-by-step explanation:

Total number of people partaking in survey= 36

number of people who like blue cars= 18

therefore, fraction of people who liked blue cars= [tex]\frac{18}{36}[/tex]

hence, percentage of people who liked blue cars= (18/36)*100 %

                                                                                  = 50%  

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Answer:

Percentage of people who like blue-coloured cars is 50%

Number of people who were surveyed=36

Number of people who like blue-colored cars=18

Therefore, Percentage of people who like blue cars= (Number of people who like blue cars/ Number of people who were surveyed)*100

=(18/36)*100

=50%

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The total surface area of the doghouse is 1452 ft²

The area occupied by a three-dimensional object by its outer surface is called the surface area.

The dog house has many surfaces including the roofs . The total surface area is the sum of all the area of the surfaces.

area of the roof part = 2( 13×11) + 2( 12× 10)×1/2

= 286 + 720

= 1006 ft²

surface area of the building

= 2( lb + lh + bh) -bh

= 2( 10× 11 + 10×8 + 11×8) - 10×11

= 2( 110+80+88)-110

= 2( 278) -110

= 556 -110

= 446ft²

The total surface area = 1006 + 446

= 1452 ft²

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Answer:

7, 2, -3, -8

Step-by-step explanation:

y = -5x + 2  Substitute in -1 for x

y = -5(-1) + 2

y = 5 + 2

y = 7

y = -5x + 2  Substitute in 0 for x

y = -5(0) + 2

y = 0 + 2

y = 2

y = -5 + 2 substitutes in 1 for x

y = -5(1) + 2

y = -5 + 2

y = -3

y = -5x + 2  Substitute in 2 for x

y = -5(2) + 2

y = -10 + 2

y = -8

Helping in the name of Jesus.

Answer:

this list

Step-by-step explanation:

1×12000=12000

2×6000=12000

3×4000=12000

4×3000=12000

5×2400=12000

6×2000=12000

8×1500=12000

10 ×1200=12000

12 ×1000=12000

Answer:

Step-by-step explanation:

Answer:

(B) reduction

Step-by-step explanation:

A dilation with a scale factor of 1/4 is a reduction.

A dilation is a transformation that enlarges or reduces a figure by a certain scale factor. The scale factor is a number that tells you how much bigger or smaller the image will be compared to the original figure. A scale factor of 1/4 means that the image will be 1/4 the size of the original figure. This is a reduction, because the image is smaller than the original figure.

The two column proof is completed below

Statement                                                      Reason

1. line KI parallel to line MN                      Given

2. ∠ JKL ≅ ∠ JMN and ∠ JLK ≅ ∠ JNM   Corresponding angles are equal

3. Δ JKL ~ Δ JMN                                      Similar triangles

4. (JM)/(JK) = (JN)/(JL)                               Ratios of corresponding sides are                            

                                                                  equal

5. JM = JK + KM and JN = JL + LN         Segment Addition Postulate

6. (JK + KM)/(JK) = (JL + LN)/(JL)             Substitution property

7. (JK)/(JK) + (KM)/(JK) = (JL)/(JL) + (LN)/(JL)     Addition of fractions

8. 1 + (KM)/(JK) = 1 + (LN)/(JL)                             Simplify

9. (KM)/(JK) = (LN)/(JL)                                       Simplify (the required proof)

Similar triangles are triangles that have the same shape but not necessarily the same size. In other words, their corresponding angles are equal, and their corresponding sides are proportional.

The equality of corresponding sides of similar triangles is used in the proof and it helped to state that: (JM)/(JK) = (JN)/(JL).

Further calculations were substitution and simplifying

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The correct statement is;

False,  because x = [tex]cos^-^1({\frac{-1}{2} )[/tex] is in the interval [tex]( -\frac{\pi }{2} , \frac{\pi }{2} )[/tex] that is, [tex]cos^-^1({\frac{-1}{2} )[/tex] = [tex]\frac{2\pi }{3}[/tex]. So all solutions of cos x = -1/2 will be  x = 2π/3 + 2nx and x = 4π/3 + 2nx.

Option D

From the information given, we have that;

All solutions are cos x = -1/2 are given by x = 4x/2 + 2πx

There are multiple solutions to the equation cos x = -1/2, and they are denoted by the values x = 2π/3 + 2nx and x = 4π/3 + 2nx

Such that n is an integer.

This is so because the cosine function repeats itself every 2π, or its period. We therefore multiply the general answer by multiples of 2 to obtain all solutions.

The formula x = 4x/2 + 2πx implies that each solution can be reached by x being multiplied by 4/2 and 2πx being added.

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There are no roots of the given functions in common.

To find the roots of the functions in common, the two given functions will have to be equated to each other. So the answer to the given question will be determined by finding the roots of the given equations. The given equations are: (�)=�2−9f(x)=x2−9

Here, the first equation is a linear equation and the second one is a quadratic equation. The number of roots of these two functions in common will be the number of solutions to the equation obtained by equating these two given equations.

Now, equating the given equations, we have (�) = f(x)2 - 9 ⇔ � - f(x)2 = 9.The equation obtained by equating the two given equations is a quadratic equation. Let p(x) = � - f(x)2, then the above equation can be written as p(x) = 9.

Since the discriminant, D = b^2 - 4ac = 0 - 4(1)(9) = - 36 < 0, this means the quadratic equation doesn't have any real solutions. Hence, there are no roots of the given functions in common.

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