The top and bottom margins of a poster are 8 cm and the side margins are each 6 cm. If the area of printed material on the poster is fixed at 390 square centimeters, find the dimensions of the poster with the smallest area.
The top and bottom margins of a poster are 8 cm an
Width = (include units)
Height = (include units)

Answer:

a) 0.30

b) 0.90

c)   0.15

Step-by-step explanation:

When two events are independent then conditional probability take place.

Answer: Time it took her to get to the school is 0.6 hours

The distance of the school from their home is 27 miles

Step-by-step explanation:

Mrs Dang drove her daughter to school at the average speed of 45 miles per hour.

Let x miles = distance from the school to their home.

Distance = speed × time

Time = distance / speed

Time used in going to school will be

x/45

She returned home by the same route. This means that distance back home is also x miles.

She returned at an average speed of 30 miles per hour.

Time used in returning home from school will be x/30

x/45

If the trip took one half hour, then the time spent in going to school and the time spent in returning is 1 1/2 hours = 1.5 hours. Therefore

x/30 + x/45 = 1.5

(15x + 10x) /450 = 1.5

15x + 10x = 450 × 1.5 = 675

25x = 675

x = 675/25 = 27

Time it took her to get to the school will be x/45

= 27/45 = 0.6 hours

Answer:

The correct answers are: Part A. A/π^1/2 = r and Part B. 4.15 centimeters.

Step-by-step explanation:

1. Let's review all the information provided for solving this question:

Area of the circle = π*r² where r is the circle's radius

2. Let's find the solution for r for part A and for part B:

Part A:

A = π*r²

A/π = r²

√A/π = r

A/π^1/2 = r

Part B:

If A = 54 centimeters² and π  = 22/7, what is the value of r in centimeters?

Using the result of part A and replacing with the real values, we have:

√A/π = r

√54/(22/7) = r

√54 * 7/22 = r

√378/22 = r

√17.1818 = r

4.1451 = r

4.15 = r (Rounding to two decimal places)

Divide the total cards by 18:

236 / 18 = 13.111

Use the whole number and multiply by 18:

13 x 18 = 234

This means 234 cards would be in storage boxes.

236 - 234 = 2 cards would be left over.

Answer:

Fraction of cake that was left for Amber = [tex]\frac{1}{8}[/tex]

Step-by-step explanation:

Given:

Amber had [tex]\frac{3}{8}[/tex] of a cake left after her party.

Amber wrapped a piece of cake for her friend that was [tex]\frac{1}{4}[/tex] of the original cake.

To find the fractional part of cake that was left for Amber.

Solution:

Fraction of cake left Amber had after party = [tex]\frac{3}{8}[/tex]

Fraction of cake she wrapped for her friend = [tex]\frac{1}{4}[/tex]

To find the fractional part of cake that was left for Amber we will subtract [tex]\frac{1}{4}[/tex] of the cake from  [tex]\frac{3}{8}[/tex] of the cake.

∴ Fraction of cake that was left for Amber = [tex]\frac{3}{8}-\frac{1}{4}[/tex]

To subtract fractions we need to take LCD

⇒  [tex]\frac{3}{8}-\frac{1}{4}[/tex]

LCD  will be =8 as its the least common multiple of 4 and 8.

To write [tex]\frac{1}{4}[/tex] as a fraction with common denominator 8 we multiply numerator and denominator with 2.

So, we have

⇒  [tex]\frac{3}{8}-\frac{1\times 2}{4\times 2}[/tex]

⇒  [tex]\frac{3}{8}-\frac{ 2}{8}[/tex]

Then we simply subtract the numerators.

⇒  [tex]\frac{3-2}{8}[/tex]

⇒  [tex]\frac{1}{8}[/tex]

∴ Fraction of cake that was left for Amber = [tex]\frac{1}{8}[/tex]

Answer:

A. It is an equivalence relation on R

B. In fact, the set [0,1) is a set of representatives

Step-by-step explanation:

A. The definition of an equivalence relation demands 3 things:

And the relation ∼ fills every condition.

∼ is Reflexive:

Let a ∈ R

it´s known that a-a=0 and because 0 is an integer

a∼a, ∀a ∈ R.

∼ is Reflexive by definition

∼ is Symmetric:

Let a,b ∈ R and suppose a∼b

a∼b ⇒ a-b=k, k ∈ Z

b-a=-k, -k ∈ Z

b∼a, ∀a,b ∈ R

∼ is Symmetric by definition

∼ is Transitive:

Let a,b,c ∈ R and suppose a∼b and b∼c

a-b=k and b-c=l, with k,l ∈ Z

(a-b)+(b-c)=k+l

a-c=k+l with k+l ∈ Z

a∼c, ∀a,b,c ∈ R

∼ is Transitive by definition

We´ve shown that ∼ is an equivalence relation on R.

B. Now we have to show that there´s a bijection from [0,1) to the set of all equivalence classes (C) in the relation ∼.

Let F: [0,1) ⇒ C a function that goes as follows: F(x)=[x] where [x] is the class of x.

Now we have to prove that this function F is injective (∀x,y∈[0,1), F(x)=F(y) ⇒ x=y) and surjective (∀b∈C, Exist x such that F(x)=b):

F is injective:

let x,y ∈ [0,1) and suppose F(x)=F(y)

[x]=[y]

x ∈ [y]

x-y=k, k ∈ Z

x=k+y

because x,y ∈ [0,1), then k must be 0. If it isn´t, then x ∉ [0,1) and then we would have a contradiction

x=y, ∀x,y ∈ [0,1)

F is injective by definition

F is surjective:

Let b ∈ R, let´s find x such as x ∈ [0,1) and F(x)=[b]

Let c=║b║, in other words the whole part of b (c ∈ Z)

Set r as b-c (let r be the decimal part of b)

r=b-c and r ∈ [0,1)

Let´s show that r∼b

r=b-c ⇒ c=b-r and because c ∈ Z

r∼b

[r]=[b]

F(r)=[b]

∼ is surjective

Then F maps [0,1) into C, i.e [0,1) is a set of representatives for the set of the equivalence classes.

To find the maximum value of f(x) = xa(1−x)b, use calculus to find the derivative of f(x), set it equal to 0, and solve for x to find the critical points. Evaluate f(x) at the critical points and the endpoints of the interval to find the maximum value.

To find the maximum value of f(x) = xa(1−x)b, we can use calculus. First, find the derivative of f(x) with respect to x: f'(x) = a(1 - x)b - bx(1 - x)b-1. Set the derivative to 0 and solve for x to find the critical points. The maximum value of f(x) occurs at one of these critical points or at the endpoints of the interval [0, 1]. Plug the values of x into f(x) to find the corresponding maximum values.

https://brainly.com/question/33560599

#SPJ12

To find the maximum value of f(x)=xa(1−x)b, where a and b are positive numbers and 0≤x≤1, we need to find the critical points by finding when the derivative of the function is equal to zero or does not exist. Then, we evaluate the function at the critical points and the endpoints to determine the maximum value.

To find the maximum value of the function f(x)=xa(1−x)b, where a and b are positive numbers and 0≤x≤1, we need to determine when the function reaches its maximum. This can be done by finding the critical points, which occur when the derivative of the function is equal to zero or does not exist.

First, let's find the derivative of f(x):

f'(x) = a(1-x)^{b-1}(bx - (b-1)x -1).

To find the critical points, we set f'(x) = 0 and solve for x.

Solving the equation, we find that the critical point occurs when x = \frac{b}{2b-1}.

Next, we evaluate f(x) at the critical point x = \frac{b}{2b-1} and also at the endpoints x = 0 and x = 1. The maximum value of f(x) will be the largest value among these.

Finally, we compare the values to find the maximum value.

https://brainly.com/question/5722003

#SPJ11

Answer:

Step-by-step explanation:

In general, wherever a function is tending from the upper left to the lower right, it is decreasing; wherever a function is tending from the lower left to the upper right it is increasing.  Constant functions are horizontal lines.

Our function is tending from upper left to lower right on negative infinity to an x-value of -4.  Then it runs as a horizontal line from x values of -4 to +4.  Then it tends from lower left to upper right from +4 to infinity.

Using the Poisson distribution to determine the probability that a page contains exactly 2 errors is 0.0163

Given that, a book contains 400 pages.

There are 80 typing errors randomly distributed throughout the book,

We have to use the Poisson distribution to determine the probability that a page contains exactly 2 errors.

The Poisson distribution formula is given as:

[tex]\text { Probability distribution }=e^{-\lambda} \frac{\lambda^{k}}{k !}[/tex]

Where, [tex]\lambda[/tex] is event rate of distribution. For observing k events.

[tex]\text { Here rate of distribution } \lambda=\frac{\text { go mistakes }}{400 \text { pages }}=\frac{1}{5}[/tex]

And, k = 2 errors.

[tex]\begin{array}{l}{\text { Then, } \mathrm{p}(2)=e^{-\frac{1}{5}} \times \frac{\frac{1}{5}}{2 !}} \\\\ {=2.7^{-\frac{1}{5}} \times \frac{\frac{1}{5^{2}}}{2 \times 1}} \\\\ {=\frac{1}{2.7^{\frac{1}{5}}} \times \frac{\frac{1}{25}}{2}}\end{array}[/tex]

[tex]\begin{array}{l}{=\frac{1}{\sqrt[5]{2.7}} \times \frac{1}{25} \times \frac{1}{2}} \\\\ {=\frac{1}{50 \sqrt[5]{2.7}}} \\\\ {=0.0163}\end{array}[/tex]

Hence, the probability is 0.0163

Answer: 2.33, 1.87, 3.6, 7.1

Step-by-step explanation:

2.33, 1.87, 3.6, 7.1 is not arranged from smallest to the largest. Arranging the number will be 1.87, 2.33, 3.6, 7.1.

Answer:

B. 2.33, 1.87, 3.6, 7.1

Step-by-step explanation:

This option is not in order from smallest to largest.

Hope it helped!

Answer:   d = 94.87 ft

Step-by-step explanation:

In a baseball game distances between bases is equal to 90 feet

Then if a shortstop get the ball one third of second base ( in the way from second base to third base) shortstop got the ball at 30 ft from second base

Now between the above mentioned point, first base and second base, we  have a right triangle. In which distance between shortstop and first base is the hypotenuse. Then

d²  =  (90)² + (30)²       d   = √ 8100 + 900       d = 94.87 ft

Final answer:

Using the Pythagorean theorem, the exact distance a shortstop must throw to make an out at first base is the square root of 11700 feet, approximately 108.17 feet.

Explanation:

The question pertains to the distance a shortstop must throw a baseball to make an out at first base. To answer this question, we need to use the geometry of a baseball diamond, which is a square with 90 feet between each base. The Pythagorean theorem can be applied to find the distance from the shortstop to first base. Specifically, when the shortstop is one-third of the way from second to third base, we treat the path from the shortstop to first base as the hypotenuse of a right-angled triangle, with the two sides being from the shortstop to second base and from second base to first base. A full side is 90 feet, so one-third of the way is 30 feet (one-third of 90), making the side from the shortstop to second base 60 feet (90 - 30). The other side is a full 90 feet.

We then calculate the hypotenuse (the throw distance) using the Pythagorean theorem (a² + b² = c²), where a is 60 feet and b is 90 feet:

The exact distance the shortstop must throw the ball is the square root of 11700, which is an irrational number, and an approximation to two decimal places is 108.17 feet.

Answer:

at y-intercept: (0,2) is the correct

Step-by-step explanation:

We have equation 1  

9x-6=3y

to find the x-intercept, substitute in 0 for y and solve for x

3(0)=9x+6

3(0)=9x+6

9x+6=0

Subtract 6 from both sides  

9x=−6

So x = -6/9 = -2/3

Now to find for y-intercept, substitute in 0 for x and solve for y

3y=9(0)+6

3y=0+6

3y=6

These are the x and y intercepts of the equation 3y=9x+6

x-intercept: (−2/3,0)

y-intercept: (0,2)

Answer:

Correct.

Step-by-step explanation:

Check if x = 0 and y = -2 fits the equation:

9(0) - 6 = -6

3(-2) = -6.

They do so the student is correct.

Answer: length = 8 units

Width = 2 units

Step-by-step explanation:

Let the length of the rectangle be represented by L

Let the width of the rectangle be represented by W

The sum of 5 times the width of a rectangle and twice its length is 26 units. This means that

5W + 2L = 26 - - - - - - - - 1

The difference of 15 times the width and three times the length is 6 units. It means that

15W - 3L = 6 - - - - - - - - 2

The system equations are equation 1 and equation 2.

Multiplying equation 1 by 3 and equation 2 by 2, it becomes

15W + 6L = 78

30W - 6L = 12

Adding both equations,

45W = 90

W = 90/45 = 2

15W - 3L = 6

15×2 - 3L = 6

-3L = 6 - 30 = - 24

L = - 24/ -3 = 8

The length of the rectangle is 8 units, and the width is 2 units. This solution satisfies both equations given.

Let's denote the width of the rectangle as ( w ) units and the length as ( l ) units.

According to the given information, we have two equations:

1. ( 5w + 2l = 26 )  (sum of 5 times the width and twice the length is 26 units)

2. ( 15w - 3l = 6 )  (difference of 15 times the width and three times the length is 6 units)

We can set up a system of equations using these two equations.

To solve this system of equations, we can use the method of substitution or elimination. Let's use the elimination method.

First, we'll multiply the second equation by 2 to eliminate the ( l ) term:

( 2 x (15w - 3l) = 2 x 6 )

This gives us:

( 30w - 6l = 12 )

Now, we have the system of equations:

1. ( 5w + 2l = 26 )

2. ( 30w - 6l = 12 )

We can now eliminate the ( l ) term by adding these equations together.

( (5w + 2l) + (30w - 6l) = 26 + 12 )

This simplifies to:

( 35w - 4l = 38 )

Now, we have one equation with only ( w ) as a variable.

Now, we can solve for ( w ):

( 35w - 4l = 38 )

( 35w = 38 + 4l )

[tex]\( w = \frac{38 + 4l}{35} \)[/tex]

Now, we can substitute this value of ( w ) into one of the original equations to solve for ( l ).

Let's use the first equation:

( 5w + 2l = 26 )

Substituting[tex]\( w = \frac{38 + 4l}{35} \)[/tex], we get:

[tex]\( 5\left(\frac{38 + 4l}{35}\right) + 2l = 26 \)[/tex]

Now, we can solve this equation for ( l ).

[tex]\( \frac{190 + 20l}{35} + 2l = 26 \)[/tex]

Multiply both sides by 35 to clear the fraction:

( 190 + 20l + 70l = 910 )

Combine like terms:

( 90l + 190 = 910 )

Subtract 190 from both sides:

( 90l = 720 )

Now, divide both sides by 90 to solve for ( l ):

[tex]\( l = \frac{720}{90} \)[/tex]

( l = 8 )

Now that we have the value of ( l ), we can substitute it back into one of the original equations to solve for ( w ). Let's use the first equation:

( 5w + 2(8) = 26 )

( 5w + 16 = 26 )

Subtract 16 from both sides:

5w = 10

Now, divide both sides by 5 to solve for ( w ):

[tex]\( w = \frac{10}{5} \)[/tex]

w = 2

So, the length of the rectangle is 8 units and the width is 2 units.

Answer:

The percentage of boys students in Jamie's class is 20 %

Step-by-step explanation:

Given as :

The total number of boys in the Jamie's class = [tex]\frac{1}{5}[/tex] of the total student

Let the total number of student's in the class = x

So, The number of boys =  [tex]\frac{1}{5}[/tex] × x

I.e The number of boys =  [tex]\dfrac{x}{5}[/tex]

So , in percentage the number of boys students in class = [tex]\dfrac{\textrm Total number of boy student}{\textrm Total number of students}[/tex] × 100

OR, % boys students = [tex]\dfrac{\dfrac{x}{5}}{x}[/tex] × 100

or, % boys students = [tex]\frac{100}{5}[/tex]

∴ % boys students = 20

Hence The percentage of boys students in Jamie's class is 20 %  . Answer

Answer:

Step-by-stejfnqe ruhrhe ye\

Answer:

Step-by-step explanation:

inside the castle

The Answer is C) Inches

Answer:

0.33

Step-by-step explanation:

Two fair number cubes can be thought as dice with sides numbered from 1 to 6. The throw of two dice may result in one of the following combinations in which (d1,d2) are the results of die 1 and 2 respectively:

Ω={(1,1),(1,2),(1,3),(1,4),(1,5),(1,6),(2,1),(2,2),(2,3),(2,4),(2,5),(2,6),(3,1),(3,2),(3,3),(3,4),(3,5),(3,6),(4,1),(4,2),(4,3),(4,4),(4,5),(4,6),(5,1),(5,2),(5,3),(5,4),(5,5),(5,6),(6,1),(6,2),(6,3),(6,4),(6,5),(6,6)}

There are 36 as many possible combinations

The sum of both quantities will produce 11 possible results

S={2,3,4,5,6,7,8,9,10,11,12}

The combinations which produce a sum of 4 are (1,3)(2,2),(3,1), 3 in total

The combinations which produce a sum of 5 are (1,4)(2,3),(3,2),(4,1) 4 in total

The combinations which produce a sum of 6 are (1,5)(2,4),(3,3),(4,2),(5,1) 5 in total

If we want to know the probability that the sum of the results of the throw is 4,5, or 6, we compute the total ways to produce them

T=3+4+5=12 combinations

The probability is finally computed as

[tex]P=\frac{T}{36}=\frac{12}{36}=\frac{1}{3}=0.33[/tex]

Final answer:

To find the probability of getting a sum of 4, 5, or 6 when two dice are rolled, all possible combinations are listed, resulting in 12 favorable outcomes. Those outcomes are then divided by the total number of possible outcomes, 36, resulting in a probability of 1/3.

Explanation:

The question asks about the probability of getting a sum of 4, 5, or 6 when throwing two fair number cubes (dice). Each die has six faces, with numbers ranging from 1 to 6. When rolling two dice, there are 36 possible outcomes (6 outcomes from the first die multiplied by 6 outcomes from the second die).

To find the probability of obtaining a sum of 4, 5, or 6, we first want to identify all the possible combinations that lead to these sums:

Altogether, there are 3 + 4 + 5 = 12 outcomes that result in either a 4, 5, or 6 as the sum. Therefore, the probability is the number of favorable outcomes (12) divided by the total number of outcomes (36), which simplifies to 1/3. Hence, the probability is 1/3.

Answer:

A. decreases if banks increase their desired reserve ratio

Step-by-step explanation:

Since, the money multiplier is the amount of money produced by banks with each dollar of reserves,

In other words,

It estimates, how an initial deposit can lead to a bigger final increase in the total money supply.

For example :

If a commercial bank gains deposits of 1 crore and this leads to a final money supply of 10 crore, the money multiplier would be 10.

That is,

[tex]\text{Money multipliers}=\frac{1}{\text{Reserve ratio}}[/tex]

[tex]\implies \text{Money multipliers}\propto \frac{1}{\text{Reserve ratio}}[/tex]

Therefore, the money multiplier decreases if banks increase their desired reserve ratio

The money multiplier decreases when banks increase their desired reserve ratio, as they lend out less money, reducing the multiplier effect.

The money multiplier is a key concept in understanding how the banking system can increase the money supply within an economy. It is defined as the quantity of money that the banking system is able to generate from each dollar of bank reserves. The question relates the behavior of the money multiplier in response to changes in the reserve ratio and the currency drain ratio.

Answering the student's query, the money multiplier decreases if banks increase their desired reserve ratio because as they keep more reserves relative to deposits, they can lend out less money, effectively reducing the multiplier effect. Conversely, when banks decrease their reserve ratio, they can lend out a larger proportion of their deposits, which leads to an increase in the money multiplier. Therefore, the correct option is A: decreases if banks increase their desired reserve ratio.

Answer

The sum of the possible numbers are {(1,2), (2,1)}

Step-by-step explanation:

Probability for rolling two dice with the eight sided dots are 1, 2, 3, 4, 5, 6, 7 and 8 dots in each die.  

When two dice are rolled or thrown simultaneously, thus number of event can be [tex]8^{2}[/tex]= 64 because each die has 1 to 8 numbers on its faces. Then the possible outcomes of the sample space are shown in the pdf document below .  

As Don rolls the dice and sums the number that appear on the top face, he gets a sum from 2 to 16.

Assuming; getting sum of 2  

Let E[tex]_{1}[/tex] = event of getting sum of 2

E[tex]_{1}[/tex] = { (1 , 1 ) }

Therefore, Probability of getting sum of 2 will be;  

P ( E[tex]_{1}[/tex] ) = [tex]\frac{Number of favorable outcome}{Total number of possible outcome}[/tex]

= [tex]\frac{1}{64}[/tex]

GETTING SUM OF TWO ( i.e  { (1 , 1 ) }  ) will give the probability of 1/64 of appearing. But we are looking for the probability of 1/32 of appearing. Let look at the possibility of getting sum of 3.

Assuming; getting sum of 3

Let E[tex]_{2}[/tex] = event of getting sum of 3

E[tex]_{2}[/tex] = { (1 , 2 ) (2 , 1) }

Therefore, Probability of getting sum of 3 will be;  

P ( E[tex]_{2}[/tex] ) = [tex]\frac{Number of favorable outcome}{Total number of possible outcome}[/tex]

= [tex]\frac{2}{64}[/tex]

= [tex]\frac{1}{32}[/tex]

For all probability of getting the sum greater than 3 to 16 will be void because there wont be a chance for 1/32 to appear. Therefore, the sum of the possible numbers are: {(1,2), (2,1)}  which have a probability of 1/32 of appearing.

I hope this comes in handy at the rightful time!

Answer:

No

Step-by-step explanation:

N = 10,000

n= 800

p = .28

Sampling distribution drawn from specific population. So it is not safe to assume that sampling proportion of customers is approximately normal.

Final answer:

The sampling distribution of the sample proportion of customers planting a vegetable garden may not be approximately normal due to insufficient sample size, according to the central limit theorem.

Explanation:

No, it is not safe to assume the sampling distribution of the sample proportion of customers that plant a vegetable garden is approximately normal.

This situation involves calculating the normality of a sample proportion. The **central limit theorem** states that the sampling distribution of a sample proportion will be approximately normal if the sample size is large enough, specifically n * p >= 10 and n * (1-p) >= 10, where n is the sample size and p is the probability of success.

In this case, the sample size is 800 and the probability of success (customers planting a garden) is 28%, so 800 * 0.28 = 224, which is less than 10. Thus, the sampling distribution may not be normal.

Answer:

[tex]y=-30x+2380[/tex]

Step-by-step explanation:

[tex]x\rightarrow[/tex] represent price per video game.

[tex]y\rightarrow[/tex] represent demand.

The linear equation in slope intercept form can be represented as:

[tex]y=mx+b[/tex]

where [tex]m[/tex] is slope of line or rate of change of demand of game per dollar change in price and [tex]b[/tex] is the y-intercept or initial price of game.

We can construct two points using the data given.

When price was $66 each demand was 400. [tex](66,400)[/tex]

When price was $36 each demand was 1300. [tex](36,1300)[/tex]

Using the points we can find slope [tex]m[/tex] of line.

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

[tex]m=\frac{1300-400}{36-66)}[/tex]

[tex]m=\frac{900}{-30}[/tex]

[tex]m=-30[/tex]

Using point slope form of linear equation to write the equation using a given point.

[tex]y-y_1=m(x-x_1)[/tex]

Using point [tex](66,400)[/tex].

[tex]y-400=-30(x-66)[/tex]

⇒ [tex]y-400=-30x+1980[/tex]    [Using distribution]

Adding 400 to both sides:

⇒ [tex]y-400+400=-30x+1980+400[/tex]

⇒[tex]y=-30x+2380[/tex]

The linear relationship between price and demand can be written as:

[tex]y=-30x+2380[/tex]

Answer:

5

Step-by-step explanation:

First, notice that these two triangles are similar using AA.

Because sides BC and EC are corresponding, you can divide 24 by 8, to determine that the ratio of similitude is 3.

That means that because sides AC and DC are corresponding, 25 - 2x divided by x is 3.

25 - 2x / x = 3

25 - 2x = 3x

25 = 5x

x = 5

x is the same as side CD, so CD = 5.

Using similar triangles and proportions, we can determine that the length of CD in the figure is 10/3 units.

In order to determine the length of CD in the figure, we can use the properties of similar triangles. Since triangles ABC and CDE are similar, we can set up a proportion using their corresponding side lengths:

δ CD / δ AB = CD / AB

Then, we can substitute the given values:

4 / 12 = CD / 20

Next, we can cross multiply and solve for CD:

12 * CD = 4 * 20

CD = (4 * 20) / 12

CD = 40 / 12

CD = 10 / 3

Therefore, the length of CD is 10/3 units.

Learn more about Length of CD here:

https://brainly.com/question/32683994

#SPJ2

Answer:

Step-by-step explanation:

A knitter wants to make a rug for a dollhouse. The length of the rug will be 2 inches more than it's width. Let the width of the rug be represented by w. This means that the length of the rug will be w + 2

The total area of the rug (in square inches ) based on the width W of the rug (in inches ) is given by

A(w) = w (2+w)

If the desired area of the rug is 15 square inches,,the width will be determined by substituting 15 for A(w). It becomes

15 = w^2 + 2w

w^2 + 2w - 15 = 0

w^2 + 5w - 3w - 15 = 0

w(w+5) -3(w+5)

w - 3 = 0 or w+ 5 = 0

w = 3 or w = -5

w cannot be negative. So w = 3 inches

The radius of the bowl R as a function of the angle theta is [tex]\mathrm{R}=\frac{3}{1-\sin \theta}[/tex]

Solution:

The figure is attached below

If we consider the centre of hemisphere be A

The radius be AC and AD

According to question,  

A bowl in the shape of a hemispere is filled with water to a depth h=3 inches .i.e. BC = h = 3 inches

And radius of the bowl is R inches .i.e. R = AD =AC

Now , using  trigonometric identities in triangle ABD we get

[tex]\sin \theta=\frac{\text { Perpendicular }}{\text { Hypotenuse }}=\frac{A B}{A D}[/tex]

[tex]\begin{array}{l}{\sin \theta=\frac{A B}{R}} \\\\ {A B=R \sin \theta}\end{array}[/tex]

Since , AC = AB + BC

R = R Sinθ + 3

R - R Sinθ = 3

R (1 – Sinθ ) = 3

[tex]\mathrm{R}=\frac{3}{1-\sin \theta}[/tex]

Which is the required expression for the radius of the bowl R as a function of the angle theta

Answer:

  a_n = 2^n + 3

Step-by-step explanation:

The first differences have a geometric progression, so the explicit definition will be an exponential function. (It cannot be modeled by a linear or quadratic function.) The above answer is the only choice that is an exponential function.

__

First differences are ...

  (7-5=)2, 4, 8, 16

Answer: [tex]a_n = 2^n + 3\ \ \ \, n=1,2,3,4,5...[/tex]

Step-by-step explanation:

The given sequence = 5, 7, 11, 19, 35,....

[tex]7-5=2\\11-7=4=2^2\\19-11=8=2^3\\35-19=16=2^4[/tex]

Here , it cam be observe that the difference between the terms is not common but can be expressed as power of 2.

We can write the terms of the sequence as

[tex]2^1+3=5\\2^2+3=4+3=7\\2^3+3=8+3=11\\2^4+3=16+3=19\\2^5+3=32+3=35[/tex]

Then , the required explicit definition that defines the sequence will be

[tex]a_n = 2^n + 3\ \ \ \, n=1,2,3,4,5...[/tex]

Answer:

65

Step-by-step explanation:

Answer:

P(-3)=-4

P(7) = 9

Step-by-step explanation:

Consider P(x) is a polynomial.

According to the remainder theorem, if a polynomial, P(x), is divided by a linear polynomial (x - c), then the remainder of that division will be equivalent to f(c).

Using the given information and remainder theorem we conclude,

If P(x) is divided by  (x+7), then remainder is 5.

⇒ P(-7)=5

If P(x) is divided by  (x+3), then remainder is -4.

⇒ P(-3)=-4

If P(x) is divided by  (x-3), then remainder is 6.

⇒ P(3)=6

If P(x) is divided by  (x-7), then remainder is 9.

⇒ P(7)=9

Therefore, the required values are P(-3)=-4 and P(7) = 9.

Answer:

16008

Step-by-step explanation:

Sum of an arithmetic sequence is:

S = (n/2) (2a₁ + (n−1) d)

or

S = (n/2) (a₁ + a)

To use either equation, we need to find the number of terms n.  We know the common difference d is 1 − (-9) = 10.  Using the definition of the nth term of an arithmetic sequence:

a = a₁ + (n−1) d

561 = -9 + (n−1) (10)

570 = 10n − 10

580 = 10n

n = 58

Using the first equation to find the sum:

S = (n/2) (2a₁ + (n−1) d)

S = (58/2) (2(-9) + (58−1) 10)

S = 29 (-18 + 570)

S = 16008

Using the second equation to find the sum:

S = (n/2) (a₁ + a)

S = (58/2) (-9 + 561)

S = 16008

Answer:

16008

Step-by-step explanation:

Answer:

176 199 pounds

Step-by-step explanation:

To answer this it is first useful to find the proportionality constant.

F= kx

8080 pounds = k.88 in

k = 91.81 pound/inch

So what force is required to stretch the spring to 1919 inches?

F = kx

  = 91.81 pound/inch * 1919 inches

  = 176 199 pounds

It is worth noting that this force seems rather large and the spring might have long reached its elastic limit