(5x^2+2x-7)-(3x^2+6x-9)

According to the circle theorem, we can find the length of the cord, x = 4 units.

Geometrical assertions known as "circle theorems" set forward significant conclusions pertaining to circles. These theorems provide significant information regarding several aspects of a circle.

A circle's chord is a line segment that hits the circle twice on its edge, separating it into two equal pieces. The circle is divided into two equal pieces by the longest chord of the circle, which runs through its centre.

Here in the given circle,

As per the intersecting chords theorem,

AB × CB= BE × BD

⇒ 6 × 6 = 9× x

⇒ x = 36/9=4

Therefore, the length of the chord, x = 4 units.

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Answer:

Step-by-step explanation:

The height of an open cylinder of radius of 8cm given that it has a curved surface area of 1000 cm² is equals to the 159.24 cm.

The area obtained after substracting the circular area from the total area of the cylinder is called as curved surface area. Curved surface area is calculated by formula, 2πrh

where r --> radius of cylinder

h --> height of cylinder

π --> math special constant

We have an open cylinder with the following dimensions,

Radius of cylinder, r = 8 cm

Curved surface area of cylinder, A = 1000 cm². We have to calculate the height of this open cylinder. Let the height of an open cylinder be 'h cm' . Using the above formula, height of cylinder, h = curved Area/ 2πr

=> h = A/2π

=> h = 1000/2 ( 3.14)

=> h = 1000/6.28

=> h = 159.24

Hence, required value of height is 159.24 cm.

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In the given system of equations one taco costs $0.80 and one burrito costs $0.72.

An equation system is a finite collection of equations for which we searched for the common solutions. It is sometimes referred to as a set of simultaneous equations or an equation set. The classification of a system of equations is similar to that of a single equation. In modelling issues where the unknown values may be expressed in the form of variables, a system of equations finds use in everyday life.

Let us suppose the cost of one taco = x.

Let us suppose the cost of one burrito = y.

Then, for Emma we have:

3x + y = 3.65

For Cooper we have:

x + 2y = 3.30

Using elimination, multiply the first equation by 2 and subtract it from the second equation:

(2)(3x + y = 3.65)

6x + 2y = 7.30

x + 2y = 3.30

-5x = -4

x = 4/5

Substituting this value of x into either equation:

3(4/5) + y = 3.65

y = 2.15/3 ≈ 0.72

Therefore, one taco costs $0.80 and one burrito costs $0.72.

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Answer:

a. Jason's equation in y = mx + b form is y = 15x + 1.

b. Scott's equation in y = mx + b form is y = 15x.

Since both are moving at the same speed, they will meet at the point where their distances from the starting point are the same. Let d be the distance from Scott's starting point to the store. Then, the distance from Jason's starting point to the store is d + 1. Using the formula distance = rate × time, we can set up an equation:

15t = d

15t - 1 = d + 1

Solving for t in both equations, we get t = d/15 and t = (d+2)/15, respectively. Equating these expressions for t, we get d/15 = (d+2)/15, which simplifies to d = -2. This means that they will not meet before reaching the store, as Jason is already 1 mile ahead of Scott and will stay ahead throughout the trip.

If we were to graph both lines on the same coordinate plane, we would have two parallel lines with a slope of 15, where Jason's line would intersect the y-axis at 1.

The total resistance of the circuit is  6 + 2i.

Resistance is a unit of measurement for the resistance to current flow in an electrical circuit. The Greek letter omega () represents the unit of measurement for resistance, which is ohms.

Georg Simon Ohm (1784–1854), a German physicist who investigated the connection between voltage, current, and resistance, is the name given to the unit of resistance known as an ohm.

The amount of opposition any object applies to the flow of electric current is known as resistance. A resistor is an electrical component utilised in the circuit to provide that particular level of resistance. R = V I is a formula used to calculate an object's resistance.

given :

R1 =  (4 + 6i)

R2 = (2 - 4i)

total resistance of the circuit is

R = R1 + R2

= (4 + 6i) + (2 - 4i)

= 6 + 2i

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The equation RT = + R1 = 4 + 6i ohms and R2 = 2 4i ohms, RT = 6 - 2i ohms, determines the circuit's total resistance.

R1 and R2 are added to determine RT: RT = R1 + R2.

The actual components added together give us 4 + 2 = 6.

When we add the fictitious parts, we obtain 6i - 4i = 2i.

RT is thus equal to 6 - 2i ohms.

To put it another way, the circuit's total resistance is a complex number containing a real component of 6 ohms and an imaginary component of -2 ohms. This shows the combined impact of the circuit's resistances R1 and R2. When a constant voltage differential of one volt (V) is supplied to two conductor points and a current of one ampere (A) results, the resistance between those points is measured in ohms. It is comparable to one volt for every ampere (V/A), to put it simply.

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Answer:

[tex]5x {}^{3} - x + 5x + 2[/tex]

Step-by-step explanation:

Greetings!!!

So to find the sum of (f+g)(x) just simply add these two functions

Add like terms together

If you have any questions tag it on comments

Hope it helps!!!

Answer:

The equation of a line perpendicular to y=3 that goes through the point (-5, 3) is: x = -5.

Step-by-step explanation:

To find the equation of a line perpendicular to y=3 that goes through the point (-5, 3), we need to remember that the slope of a line perpendicular to another line is the negative reciprocal of the slope of the original line.

The equation y=3 is a horizontal line that goes through the point (0,3), and its slope is zero. The negative reciprocal of zero is undefined, which means that the line perpendicular to y=3 is a vertical line.

To find the equation of this vertical line that goes through the point (-5, 3), we can start with the point-slope form of a linear equation:

y - y1 = m(x - x1)

where m is the slope of the line and (x1, y1) is a point on the line. Since the line we want is vertical, its slope is undefined, so we can't use the point-slope form directly. However, we can still write the equation of the line using the point (x1, y1) that it passes through. In this case, (x1, y1) = (-5, 3).

The equation of the vertical line passing through the point (-5, 3) is:

x = -5

This equation tells us that the line is vertical (since it doesn't have any y term) and that it goes through the point (-5, 3) (since it has x=-5).

So, the equation of a line perpendicular to y=3 that goes through the point (-5, 3) is x = -5.

Answer:

x= -5

Step-by-step explanation:

The perpendicular line is anything with x= __.

x= -5 however, will go through the point (-5, 3) and that is our answer.

Answer: $3.64

Step-by-step explanation:

At the store, you buy four toys for $1.5, which means you pay $1.5 * 4, or $6.

Then, you calculate the sales tax, which is 6%, which means you multiply $6 by (100% + 6%), or $6*(1.06) which is $6.36.

Finally, if you hand the cashier $10, and you spent $6.36, your change is $10 - $6.36, which is $3.64.

Answer:

The perimeter of a rectangle is given by:

P = 2(L + W)

where P is the perimeter, L is the length, and W is the width.

In this case, we know that P = 270 cm and L = 90 cm, so we can solve for W as follows:

270 = 2(90 + w)

Divide both sides by 2:

135 = 90 + w

Subtract 90 from both sides:

w = 45

Therefore, the width of the map is 45 cm.

Step-by-step explanation:

The smallest value of `n` for which `S_n` has an element of order greater than or equal to 100 is 101.

To determine the smallest value of n for which S_n has an element of order greater than or equal to 100, we can use the formula

S_n = n!/r!(n - r)!,

where n is the number of elements in the set, and r is the number of elements being chosen at a time.

Given, S_n has an element of order greater than or equal to 100. The smallest value of n should be determined.

The formula for the number of permutations in a set with n elements is given by, `S_n = n!/r!(n - r)!`

where `n` is the number of elements in the set and `r` is the number of elements being chosen at a time.

The element of order `n` in `S_n` is an `n` cycle. For `n = 100`, we have an element of order 100.

This element can be expressed as `(1 2 3 ... 99 100)`. Thus, `r = 100`.

Substituting these values in the formula of S_n we get, S_n = n!/r!(n - r)! => n!/(100!(n - 100)!)

Now, we have to find the smallest value of n for which S_n has an element of order greater than or equal to 100. If we substitute `n = 100`, then we will have an element of order 100. But the question asks for the smallest value of n. So, if we substitute `n = 101`, we will have an element of order `101`. Hence, the smallest value of `n` for which `S_n` has an element of order greater than or equal to 100 is 101.

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Answer: Associative property

Step-by-step explanation:

The definition of the associative property is the answer is the same no matter how the terms are grouped. Hope this helped!

To understand why b = d = 0 if the function is even, we need to consider the definition of an even function.Therefore If P(x) is an even function, then b = d = 0.

A polynomial is a mathematical expression that consists of variables and coefficients, combined using the operations of addition, subtraction, and multiplication. It can have one or more terms and can be of any degree.

An even function is a function that satisfies the condition f(x) = f(-x) for all x in the domain of the function.

If P(x) is an even function, then we have P(x) = P(-x) for all x. Substituting -x for x in the expression for P(x), we get:

P(-x) = a(-x)⁴ + b(-x)³ + c(-x)² + d(-x) + e

= a(x⁴) - b(x³) + c(x²) - d(x) + e

Since P(x) = P(-x), we can equate the two expressions for P(x) and P(-x) to get:

a(x⁴) + b(x⁴) + c(x²) + d(x) + e = a(x⁴) - b(x³) + c(x²) - d(x) + e

Simplifying this equation, we get:

2b(x³) + 2d(x) = 0

Since this equation holds for all values of x, we can set x = 0 to get:

2d(0) = 0

which implies that d = 0. Similarly, setting x = 1, we get:

2b(1³) + 2d(1) = 0

2b = 0

b = 0

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The required percentage of values that should fall in the interval 56-88 is approximately 74.37%.

Chebyshev’s Theorem:Chebyshev's Theorem states that, for any given data set, the proportion (or percentage) of data points that lie within k standard deviations of the mean must be at least (1 - 1/k2), where k is a positive constant greater than 1.Calculation:Given,Mean (μ) = 72N (Total number of values) = 387Interval (x) = 64-80 and 56-88Minimum values (n) = 344Minimum percentage (p) = (344 / 387) x 100 = 88.85%From the given data we have,1. Calculate the variance of the distribution,Variance = σ2 = [(n × s2 ) / (n-1)]σ2 = [(344 × 42) / 386]σ2 = 18.732. Calculate the standard deviation of the distribution,σ = √(18.73)σ = 4.33. Calculate k = (|x - μ|) / σ for the given interval 56-88,Here, x1 = 56, x2 = 88, k1 = |56-72| / 4.33 = 3.7, k2 = |88-72| / 4.33 = 3.7Thus, k = 3.74. Calculate the minimum percentage of values within the interval 56-88 using Chebyshev's Theorem,p = [1 - (1/k2)] x 100p = [1 - (1/3.7)2] x 100p = 74.37% (approximately)Therefore, the required percentage of values that should fall in the interval 56-88 is approximately 74.37%.

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The rounding of the number to 1 significant figure is-

216 × 876 = 180000

216 × 876

This number can be written in form of rounding to 1 significant figure as;

200 × 900 = 180000

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Answer:

h = 15 cm

Step-by-step explanation:

Area of triangle equals the area of rectangle. As the dimensions of the rectangle is given, we can first find the area of the rectangle.

      [tex]\boxed{\bf Area \ of \ the \ rectangle = length * width}[/tex]

                                               = 10 * 9

                                               = 90 cm²

Area of triangle = area of rectangle

                          = 90 cm²

base of the triangle = b = 12 cm

 [tex]\boxed{\bf Area \ of \ triangle = \dfrac{1}{2}bh}[/tex]  where h is the altitude and b is the base.

         [tex]\bf \dfrac{1}{2} b* h = 90 \\\\\dfrac{1}{2}*12* h = 90[/tex]

                      [tex]\bf h = \dfrac{90*2}{12}\\\\\boxed{\bf h = 15 \ cm}[/tex]

Smallest number in the data set that is not an outlier is 15, Median of the first half is 17, Median of the entire data set is 20.5. Median of the second half is 22. Largest number in the data set that is not an outlier is 35.

Give a short note on Median?

In statistics, the median is a measure of central tendency that represents the middle value in a dataset. To find the median, the data must first be sorted in ascending or descending order. If the dataset contains an odd number of values, the median is the middle value. If the dataset contains an even number of values, the median is the average of the two middle values.

The median is a useful measure of central tendency in datasets that are skewed or have outliers, as it is less sensitive to extreme values than the mean. It is also useful in datasets with non-numeric values, such as rankings or survey responses.

To create a modified box plot, we need the following values:

The smallest number in the data set that is not an outlier: 15

The median of the first half of the data set: 17

The median of the entire data set: 20.5

The median of the second half of the data set: 22

The largest number in the data set that is not an outlier: 35

So the values needed to create a modified box plot for this data set are: 15, 17, 20.5, 22, 35.

(a) Dataset with mean substantially less than median:

9, 10, 11, 12, 90

The mean of this dataset is (9+10+11+12+90)/5 = 26.4, while the median is 11, which is substantially greater than the mean. The last data value is 90, which is a positive integer less than 100.

(b) Dataset with mean substantially more than median:

98, 99, 100, 101, 200

The mean of this dataset is (98+99+100+101+200)/5 = 119.6, while the median is 100, which is substantially less than the mean. The last data value is 200, which is a positive integer less than 100.

(c) Dataset with mean equal to median:

2, 3, 4, 4, 5

The mean of this dataset is (2+3+4+4+5)/5 = 3.6, which is equal to the median (the middle value of the dataset). The last data value is 5, which is a positive integer less than 100.

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If f(x,y) > 0 and is a continuous function defined over a rectangle R=[a,b]x[c,d], then the double integral over R of f(x,y) can be interpreted as the volume of a solid that lies in the first octant and under the graph of the function f(x,y) over the region R.

The geometric interpretation of the double integral over R of f(x,y) if f(x,y) > 0, where f is a continuous function defined on a rectangle R = [a,b] × [c,d] is given as follows:

The double integral of f(x,y) over R, if f(x,y) > 0, gives the volume under the graph of the function f(x,y) over the region R in the first octant.

Consider a point P (x, y, z) on the graph of f(x, y) that is over the region R, and let us say that z = f(x,y). If f(x,y) > 0, then P is in the first octant (i.e. all its coordinates are positive).

As a result, the volume of the solid that lies under the graph of f(x,y) over the region R in the first octant can be found by integrating the function f(x,y) over the rectangle R in the xy-plane, which yields the double integral.

The following formula represents the double integral over R of f(x,y) if f(x,y) > 0:

∬Rf(x,y)dydx

The geometric interpretation of the double integral over R of f(x,y) if f(x,y) > 0 is given by the volume of the solid that lies under the graph of the function f(x,y) over the region R in the first octant.

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As a result, the percentage of adults who selected math is different from the percentage of kids who did.

As a number out of 100, a percentage is a method to express a proportion or a fraction. It is symbolized by the number %. If there are 25 boys in a class of 100 pupils, for instance, then there are 25% of boys in the class. It is a helpful method to compare quantities and to express changes in values over time.

given

120 80

Total    200

Women Overall Party A Party B

70 60

Overall    130

Therefore, there are 130 ladies in the group.

b) The chart indicates that 70 women plan to support Party A.

Thus, the percentage of adults who selected English was 40% of 48, which is equal to 0.4 times 48 and 19.2 when rounded to the closest whole number.

b) Reeshma is not accurate. The percentage of adults who selected math is 35%, while for children it is 40%, according to the pie chart.

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The complete question is:-   complete the two-way table, which shows the voting intentions of a group of men and women. a How many women are in the group?

Men

Party A Party B 120

Total    200

Women   130

Total       380

b How many women intend to vote for Party A?

2 A group of 48 adults are asked what their favourite subject was at school. They can choose from

maths, English and science.

A group of 32 school children are asked the

same question.

The statement that is correct is (D) We can use the binomial distribution with n = 100, k = 10, and p = 0.24 to calculate this probability.

The binomial distribution can be used to calculate the probability of a certain number of successes in a given number of trials, where each trial has a fixed probability of success.

The probability of a flight being delayed is 0.24, and the probability of a flight not being delayed is 0.76. Therefore, the probability of exactly 10 flights out of 100 being delayed can be calculated using the binomial distribution with n = 100, k = 10, and p = 0.24.

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This principle is validated by the data shown in the table.

Tests and measurements is an essential aspect of the education process as it enables educators to gauge the level of knowledge and skills their students have acquired. The principle that longer tests tend to be more reliable than shorter ones has some merit because it allows educators to assess a broader range of skills and knowledge, which increases the validity of their assessments.In my opinion, the principle that longer tests tend to be more reliable than shorter ones is illustrated in the reliability coefficients shown in the table. This is because the data shows that the reliability coefficients for longer tests are consistently higher than those for shorter tests. Additionally, the results for the 10-item test indicate a higher reliability coefficient compared to the 5-item test, which supports the notion that longer tests are more reliable than shorter ones.The table displays that the longer tests have higher reliability coefficients compared to the shorter tests. For example, in the 5-item test, the reliability coefficient is .45, while the 10-item test's reliability coefficient is .73. This shows that the 10-item test is more reliable than the 5-item test, as the higher reliability coefficient indicates that the assessment is consistent in measuring the skill or knowledge it is intended to measure. As a result, this principle is validated by the data shown in the table.

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Answer: 100:3

Step-by-step explanation:

Answer:

the ratio of first-year college basketball players to high school seniors playing basketball is 3:100.

Step-by-step explanation:

The problem states that for every 75,000 high school seniors playing basketball, about 2,250 play college basketball as first-year students. To write the ratio of first-year college basketball players to high school seniors playing basketball, we need to compare the two quantities.

The ratio is a way of expressing the relationship between two numbers as a fraction or a pair of numbers separated by a colon (:). In this case, we want to express the ratio of the number of first-year college basketball players to the number of high school seniors playing basketball.

To write the ratio, we start by putting the number of first-year college basketball players (2,250) in the numerator of a fraction. We put the number of high school seniors playing basketball (75,000) in the denominator of the same fraction.

So the ratio can be expressed as:

2,250/75,000

To simplify this fraction, we can divide both the numerator and denominator by a common factor. In this case, both 2,250 and 75,000 are divisible by 750. Dividing both numbers by 750 gives:

2,250/75,000 = 3/100

Answer:

Step-by-step explanation:

The given line is y = 5x + 2. We know that any line perpendicular to this line will have a slope that is negative reciprocal of 5. The negative reciprocal of 5 is -1/5.

Line A is perpendicular to y = 5x + 2, so it has a slope of -1/5. We also know that the y-intercept of line A is 3. Therefore, the equation of line A can be written as:

y = (-1/5)x + 3

or in the form y = mx + c, where m = -1/5 and c = 3.

Based on the exponential decay equation, the number of employees for the company that has been decreasing yearly by 5%, will in 10 years be approximately 515.

The exponential decay equation or function gives the value in t years that has a constant ratio of decrease.

Exponential decay equation is one of the two exponential functions.  The other is the exponential growth equation.

The annual decrease in the number of employees = 5%

The current number of employees in the company = 860

The expected time = 10 years.

The exponential decay equation is as follows, y = 860 x 0.95^10.

y = 860 x 0.95^10 = 515

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Answer:

576 books.

Step-by-step explanation:

134+254+188=576 books in total.

Answer:

576

Step-by-step explanation:

This is literally easy!

Checked books are 134 + 254 + 188 = 576

The simplified form of the given expression as required to be determined in the task content is; 2x⁴√5.

It follows from the task content that the Simon form of the given expression √20x⁸ is required to be determined from the task content.

On this note, since the given expression is; √20x⁸.

We have that; = √ (4 × 5 × x⁸)

Therefore, since 4 and x⁸ are perfect squares; it follows that we have;

= 2x⁴ √5.

Ultimately, the simplified form of the given expression as required to be determined is; 2x⁴ √5.

Complete question; The correct expression is; √20x⁸.

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Answer:

Solve the problems. a) The number a is 4/5 of the number b. What part of number a is number b?

Step-by-step explanation:

a) If a is 4/5 of b, then b is 5/4 of a.

To find what part of a is b, we divide b by a:

b/a = 5/4

This means that b is 5/4 times larger than a, or b is 125% of a.

To find what part of a is b, we subtract 1 from this fraction:

b/a - 1 = 5/4 - 1

b/a - 1 = 1/4

So, b is 1/4 of a, or b is 25% of a.

To create opposite x terms, we need to multiply the first equation by -5.

How to choose what term to multiply the first equation?

To choose what term to multiply the first equation, we need to consider the coefficients of the variable that we want to eliminate (in this case, the x variable) in both equations. Our goal is to create opposite terms for that variable in the two equations, so that when we add or subtract the equations, that variable will be eliminated.

Determining the number to multiply the first equation by to form opposite terms for the x-variable :

In this case, the coefficient of x in the first equation is 2/5, and the coefficient of x in the second equation is -2.

To create opposite terms for x, we need to find a constant that, when multiplied by the first equation, will result in a coefficient of x that is the negative of the coefficient of x in the second equation (i.e., -2).

To do this, we can divide the coefficient of x in the second equation by the coefficient of x in the first equation, and then multiply the entire first equation by the resulting constant.

In this case, we have:

[tex](-2)/(2/5) = -5[/tex]

Multiplying the first equation by -5 gives:

[tex]-5(2/5)x + (-5)6y = -5(-10)[/tex]

which simplifies to:

[tex]-2x - 30y = 50[/tex]

Now we have two equations with opposite x terms:

[tex]-2x - 4y = 40[/tex]

[tex]-2x - 30y = 50[/tex]

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