Instructions: For the following sequence, state the common difference, identify which is the explicit form and which is the recursive form of the rule, and find the term listed.
Sequence: −9,−14,−19,−24,…
Answer:
hope it helps plz mark me brainliest ;)
Step-by-step explanation:
A.P. -9,-14,-19,-24
first term (a) = -9
common difference of the A.P. (d) = -14 - (-9)
= -14 + 9
= -5
an = a + (n-1) d
here we find a30 and a20
so for 30th term
a30 = a+ (20-1) d
= -9 + (19) (-5)
= -9 -95
= -104
so
a30 - a20 = -154 - (-104)
= -154 + 104
= -50
therefore for the given A.P a30 - a20 = -50
Answer:
Different sequence but just in-case anyone needs it
d=-20
Explicit
Recursive
Step-by-step explanation:
Instructions: For the following sequence, state the common difference, identify which is the explicit form and which is the recursive form of the rule, and find the term listed.
Sequence: 5,−15,−35,−55,…
Common Difference:
Answer -20
an=25−20n
Answer Explicit
an=an−1−20
a1=5
Answer Recursive
how do you solve this
Answer:
x = 8
Step-by-step explanation:
The angles shown are vertical angles
Vertical angles are congruent hence 8x + 36 = 5x + 60
( Notice that we just created an equation that we can use to solve for x )
We now solve for x algebraically
8x + 36 = 5x + 60
Step 1: Subtract 5x from both sides
8x - 5x + 36 = 5x - 5x + 60
Outcome: 3x + 36 = 60
Step 2: Subtract 36 from both sides
3x + 36 - 36 = 60 - 36
Outcome: 3x = 24
Step 3: Divide both sides by 3
3x/3 = 24/3
Outcome: x = 8
How many even integers are in the range 5n to 5n + 10 if 5n is a positive odd integer? I will mark brainliest and give heart.
The integers ranging from 5n to 5n + 10, with 5n as a positive odd integer, in each case, the range contains three even integers.
Determining the integersWhen n = 1:
The range is 5(1) to 5(1) + 10
= 5 to 15.
There are three even integers in this range: 6, 8, and 10.
When n = 3:
The range is 5(3) to 5(3) + 10
= 15 to 25.
There are three even integers in this range: 16, 18, and 20.
When n = 5:
The range is 5(5) to 5(5) + 10
= 25 to 35.
There are three even integers in this range: 26, 28, and 30.
In each case, the range contains three even integers.
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What is 13/3.5 and could you give a step by step
Answer:
[tex]3\frac{5}{7}[/tex]
Step-by-step explanation:
13 ÷ 3.5
[tex]3.5=3\frac{5}{10}[/tex]
D is the centroid. Find Q D if DK =6.5.
Answer:
QD = 13
Step-by-step explanation:
According to the Centroid theorem of a triangle, the Centroid is ⅔ of the distance from every vertex angle to the midpoint of the side opposite to each of them.
By this we can deduce that:
QD = ⅔(QD + DK)
Substitute
QD = ⅔(QD + 6.5)
Multiply both sides by 3
3*QD = 2(QD + 6.5)
3QD = 2QD + 13
Subtract both sides by 2QD
3QD - 2QD = 13
QD = 13
Instructions: Find the measure of the missing angles in the kite
Answer:
m∠1 = 103
m∠2 = 103
Step-by-step explanation:
by definition, the opposite angles of a kite are congruent.
we know that a quadrilateral's angles add up to 360.
117 º+ 37º + 2xº = 360º
2xº = 206º
xº=103º
Sam buys a game console and a cartridge for 546 . The cartridge costs 1/5 as much as the game console . Find the cost of the game console .
Answer:
10100009ehsbsbb hebehe
Answer:
The game console cost $436.80
Step-by-step explanation:
546 x 0.20 = 109.20
546 - 109.20 = 436.80
Point Q is the centroid of △ABC. QF = _____
A. 10
B. 5
C. 15
D. 9
Answer: QF = 5
Step-by-step explanation:
We know that if a triangle has a centroid, the ratio of the longer segment to shorter segment is 2:1. We can set up a proportion [tex]\frac{2}{1} = \frac{10}{x}[/tex], where x is the length of QF. By cross multiplying and dividing, you get x = 5 or QF = 5.
Answer:
5
Step-by-step explanation:
Celine goes to the book fair where paperback books are $2 and hardback books are $4.50. Celine buys three
paperback and 5 hardback books. How much change will Celine receive if she has $35?
7. Equation:
8. Solve:
Answer:
7. 35-(2*3+5*4.5)
8. 6.5
. Don, Ron, and Con earned $300. Don is to
receive one-quarter, Ron is to receive one-fifth
and Con will receive the remainder.
(a) What fraction of the earnings will Con
receive?
Answer:11/20
Step-by-step explanation:
Don: 1/4 of $300 = 300x.25 = $75
Ron:1/5 of $300 = 300x.20 = $60
75 + 60 = $135
300-135 = $165
165/300 = .55 = 55% = 55/100 = 11/20
OR
take 1/4 and 1/5 and make denominators equal
D: 5/20 and R: 4/20 = D+R:9/20 so C:11/20
explain how the exteriorv relates to the i
Step-by-step explanation:
in this situation
A+B =D
what is a = with a ~ thing on top?
Classify the triangle.
obtuse
equiangular
right
acute
Answer:
acute triangle
Step-by-step explanation:
We have 3 angles that are not equal to each other
They are all smaller than 90 degrees which means they are acute angles
Answer:
Acute
Step-by-step explanation:
Acute=less than 90 degrees
Obtuse=more than 90 degrees
Right=1 side has 90 degrees
Equiangular=every side has the same degree
Therefore, it would be Acute
Step by step explanation of finding the value of x and y
Answer:
[tex]x=4\sqrt{2}\\y=7[/tex]
Step-by-step explanation:
In order to solve this problem, the easiest approach is to draw a line connecting the vertex between the side with a measure of (y) and (3) to the side with the length (x). This side should be parallel to the side with a length of (4).
Since the new side constructed (call this side (b)), is parallel to the side with a length of (4) and is intersected by segments that are perpendicular to the side with a length of (4), the side (b) and (4) must have the same measure. Therefore (b = 4).
The triangle formed with sides (x) and (b) is a (45 - 45 - 90) triangle. Meaning that its angles have the following measure, (45 - 45- 90). This means that its sides follow the following ratio:
angle : side opposite
[tex]45:x\\45:x\\90:x\sqrt{2}[/tex]
Apply this logic to the given situation.
[tex]x=b*\sqrt{2}\\x = 4\sqrt{2}[/tex]
The side (b) divides the side (y) into two parts. Call the part that is a side of the triangle ([tex]y_1[/tex]) the side that is a part of the rectangle is called ([tex]y_2[/tex]). As per the logic used to find the lengths of side (b), one can use similar logic to find the length of side ([tex]y_2[/tex]). The sides ([tex]y_2[/tex]) and (3) are parallel and are intersected by the sides with a measure of (4) and (b), therefore ([tex]y_2[/tex]) and (3) are cognrunet. Thus ([tex]y_2[/tex] = 3).
The base angles converse theorem states that when two angles in a triangle are congruent, the triangle is isosceles, and the sides opposite the congruent angles are also congruent. Thus, one can state the following:
[tex]y_1=b\\y_1=4[/tex]
Now add up the measurement of ([tex]y_2[/tex]) and ([tex]y_1[/tex]) to find the measure of (y):
[tex]y_2+y_1=y\\4+3=y\\7=y[/tex]
The coordinates of the points T and Q are (4, 2) and (6, 0) respectively. Find vector QT.
Answer:
2.828
Step-by-step explanation:
√(x2 - x1)² + (y2 - y1)²
√(6 - 4)² + (0 - 2)²
√(2)² + (-2)²
√4 + 4
√8
2.828
Find θ. Round to the nearest degree.
hypotenuse = 14
adjacent = 5
5.1.3: Right Triangle Trigonometry
Answer:
the answer is c
Step-by-step explanation:
when solving for theta, we are given the side length adjacent to it (5) and the length of the hypotenuse ( 14).
the trigonometric function that deals with adjacent and hypotenuse values is cosine.
you can use SOH CAH TOA
stands for :
sin = opposite/hypotenuse
cos = adjacent/ hypotenuse
tan = opposite/adjacent
we dont know theta so :
cos(theta) = 5/14
cos = about 69
check :
cos(69) = 5/14
cos(69) = 0.35836794954
5/14 = 0.35714285714
Write a paragraph or two column proof.
Given: ABCD is a dart with segment AB = segment AD
and segment BC= segment DC.
Prove: Angle B = Angle D
AB = AD and BC = DC are given. Furthermore, we can see that AC = AC by the reflexive property. We have three pairs of congruent corresponding sides, which allows us to use the SSS congruence theorem. From that, we would use CPCTC to conclude that angle B is congruent to angle D.
CPCTC = corresponding parts of congruent triangles are congruent.
What is known about Θ, the angle between two nonzero vectors u and v, if each of the following is true? Explain your answers.
Answer:
The angle between two nonzero vectors u and v is given by
Cos Θ=u*v/║u║║v║
1) If u*v=0, then CosΘ=0
arccos 0=90°
2) If u*v > 0, then CosΘ >0
If (cos Θ > 0, then Θ is less than 90°
3) If u*v < 0, then Cos Θ < 0
If Cos Θ < 0, then Θ is greater than 90°
OAmalOHopeO
Vicky makes jewelry.she uses 42 beads for each necklace that she makes,and she has 500 beads.how many necklaces can she make explain with work?
Answer:
11
Step-by-step explanation:
Vicky used 462 beads to make 11 necklaces, she would have left 38 beads.
Answer:
He make seven necklaces
Help me please with this math question asap
Answer:
5
Step-by-step explanation:
A function
[tex]a \times {b}^{x} [/tex]
where a is the initial value and b is the multiplicative rate of change.
In the function,
[tex]f(x) = 2 \times {5}^{x} [/tex]
5 is the value of b so
5 is the multipicative rate of change
Amy needs to use a combination of the 12-cup and 36-cup baking pans to fill the order. With only eighteen 12-cup baking pans in her shop, how many of the 36-cup baking pans does she need to complete the order?
Answer:
See explanation
Step-by-step explanation:
The question is incomplete, as the total orders is not given.
To solve this question, I will assume a value for the total number of order.
Let
[tex]x \to 12-cup[/tex]
[tex]n_x = 18[/tex] ---- number of 12-cup
[tex]y \to 36-cup[/tex]
[tex]n_y = ??[/tex] ---- number of 36-cup
[tex]n \to[/tex] Total order
Required
Calculate [tex]n_y[/tex]
To do this, we make use of the following equation:
[tex]n_x * x + n_y * y = n[/tex]
Substitute known values
[tex]18 * 12 + n_y * 36 = n[/tex]
[tex]216 + 36n_y= n[/tex]
Collect like terms
[tex]36n_y= n - 216[/tex]
Divide both sides by 36
[tex]n_y= \frac{n - 216}{36}[/tex]
Assume the number of orders is: 540 cups
The equation becomes
[tex]n_y= \frac{540 - 216}{36}[/tex]
[tex]n_y= \frac{324}{36}[/tex]
[tex]n_y= 9[/tex]
Gabriela was given a 15% increase in wages. If she earned $36,000 last year, what can she expect to earn this year?
The increase in the amount of wages of Gabriela is $ 41,400
What is an Equation?
Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the total amount after increase in wages be = A
Now , the initial amount of Gabriela be = $ 36,000
And , the percentage increase in the wages = 15 %
So , the equation will be
Total amount after increase in wages A = initial amount + ( percentage increase x initial amount )
Total amount after increase in wages A = 36,000 + ( 15/100 x 36,000 )
Total amount after increase in wages A = 36000 + ( 15 x 360 )
Total amount after increase in wages A = 36000 + 5400
Total amount after increase in wages A = $ 41,400
Therefore , the value of A is $ 41,400
Hence , The increase in the amount of wages of Gabriela is $ 41,400
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Use a calculator to determine the unknown angle, to the nearest degree, in each of the following expressions.
tan A = 5/4
cos G = 0.88
Answer:
Using a calculator;
A is approximately 51.34°
G is approximately 28.36°
Step-by-step explanation:
Part 1
The given trigonometric ratio is presented as follows;
tan A = 5/4
Therefore, the angle, A = arctan(5/4)
Using a calculator, the value of A is found as follows;
1. Ensure the angle mode of the calculator is set to the correct value (the selected mode here is degrees)
2. Entering 5/4 into the calculator, using the keypad
3 . Selecting the arctan button to give, A ≈ 51.34°
Part 2
The given trigonometric ratio is cos G = 0.88
Therefore, G = arccos(0.88)
1. Ensure the angle mode of the calculator is set to the correct value (the selected mode here is degrees)
2. Enter 0.88 into the calculator by typing
3. Select arccos from the function menu, to give
arcos(0.88) = G ≈ 28.36°.
Which recursive formula can be used to generate the sequence below, where f(1) = 6 and n ≥ 1?
6, 1, –4, –9, –14
Answer:
f(n) = f(n - 1) - 5
Step-by-step explanation:
The recursive formula allows a term in the sequence to be found by adding the constant difference to the previous term.
Here d = 1 - 6 = - 4 - 1 = - 9 - (- 4) = - 14 - (- 9) = - 5 , then
f(n) = f(n - 1) - 5 with n ≥ 1 and f(1) = 6
Find the mean and median for the graph?
Answer:
so from looking at this we can see there is
0=5
1=5
2=3
3=2
4=4
5=1
6=2
7=2
8=1
9=1
now we have to add them up
5+6+16+5+12+14+8+9=75
and now we have to add up the total plots on the chart
5+5+3+2+4+1+2+2+1+1=26
now we divide
75 divided by 26=2.88461538462
so 2.9 is the mean
now we add up the number from least to greatest
0,0,0,0,0,1,1,1,1,1,2,2,2,4,4,4,4,5,6,6,7,7,8,9
so the medien is 4
Hope This Helps!!!
Step-by-step explanation:
Finding the median
The median is the number that is located in the middle of the set of numbers. First you count the number of X's, which is 26. This means that the median is in between number 13 and 14, which is 2 and 3 in this number set. Then you average the two numbers ([tex]\frac{2+3}{2}[/tex]) to get 2.5.
Finding the mean
The mean is the average of all of the numbers located in the set. First, you add up all of the numbers.
5(0) + 5(1) +3(2) + 2(3) +4(4) + 1(5) + 2(6) + 2(7) + 1(8) + 1(9) = 81
After, you divide by how many numbers there are in the set, which as we found earlier, is 26
[tex]\frac{81}{26}[/tex] = 3.12
if there both consecutive doesn't that mean that there both -9 so how is one bigger an one smaller....
Answer:
-14
Step-by-step explanation:
have a great day good luck
Find NM
--------------------------------
Answer:
[tex] MN= \boxed{15}[/tex]
Step-by-step explanation:
refer the attachment
therefore Let,
[tex]a = x - 3 + 16 = x + 13[/tex][tex]b = x - 3[/tex][tex]c = x + 3[/tex]according to the question
[tex] \displaystyle (x - 3 ) (x + 13) =( x + 3 {)}^{2} [/tex]
simplify square and Multiplication:
[tex] \displaystyle {x}^{2} + 10x - 39 = {x}^{2} + 6x + 9[/tex]
cancel x² from both sides:
[tex] \displaystyle 10x - 39 = 6x + 9[/tex]
cancel 6x from both sides:
[tex] \displaystyle 4x - 39 = 9[/tex]
add 39 to both sides:
[tex] \displaystyle 4x = 48[/tex]
divide both sides by 4:
[tex] \displaystyle \boxed{x = 12}[/tex]
given that,
[tex] MN= x + 3[/tex]
substitute the got value of x:
[tex] MN= 12 + 3[/tex]
simplify addition hence,
[tex] MN= \boxed{15}[/tex]
Is it possible to relate cyclones to mathematics?
If yes, explain your thinking with the help of drawings (no need to use
downloaded images) What are the mathematical concepts, theorems and
shapes related to cyclones.
Answer:
Yes
Step-by-step explanation:
Statistics can perdict cyclones for example lets say that somewhere a cyclone happens almost every February then its statistically likely to happen this February too.
A small publishing company is planning to publish a new book. The production costs will include one-time fixed costs (such as editing) and variable costs (such as printing). There are two production methods it could use. With one method, the one-time fixed costs will total $57,077 , and the variable costs will be $11.75 per book. With the other method, the one-time fixed costs will total $22,459, and the variable costs will be $21.25 per book. For how many books produced will the costs from the two methods be the same?
Answer:
for 3644 produced books the costs will be the same.
Step-by-step explanation:
x = number of books
f(x) = production method 1 costs
g(x) = production method 2 costs
f(x) = 11.75x + 57077
g(x) = 21.25x + 22459
for what number of books (x) will that be the same ?
11.75x + 57077 = 21.25x + 22459
34618 = 9.5x
x = 34618 / 9.5 = 3644
Which of the
following shows the graph of y = 2e*?
