Answer:
an = -8 +3(n-1)
an = -11 +3n
f(n) = -11 +3n
Step-by-step explanation:
–8, –5, –2, 1, 4, ...
This is an arithmetic sequence.
We are increasing by 3 each time
-8 +3 = -5
-5+3 = -2
-2 +3 = 1
The common difference is 3
The formula for an arithmetic sequence is
an = a1 +d (n-1)
an = -8 +3(n-1)
an = -8 +3n -3
an = -11 +3n
The nth term is -11 +3n
f(n) = -11 +3n
D. an = an-1+3; a1 = -8
EG. 2020
The equation h=-16t^2 , HELP! ID APPRECIATE IT!
Answer:
37.52 feet
Step-by-step explanation:
Given in the question the equation
h = -16t² + 47t + 3
where h is height in feet
t is time in minutes
a = -16
b = 47
c = 3
To find the maximum height of the football
If a, the coefficient of the x² term, is positive, then the parabola opens upward. If a is negative, then the parabola opens downward. In this case it is -16 which is negative so it open downward.The value of -b/2a tells you the x value of the vertex of the curve at which it is maximumPlug this value in the equation to find h, maximum height.t = -b / 2a
= -47 / 2(-16)
= 1.47 sec
h = -16(1.47)² + 47(1.47) + 3
= 37.52 feet
which is the next term in the number pattern
1/12, 4/15, 9/18, 16/21,
a)24/25
b)19/24
c)25/24
d)19/25
ONLY RIGHT ANSWERS PLEASE :)
Work out the base of a square with area, A = 4cm2.
Answer:
each side of the square is 2cm
To find the base of a square with an area of 4 cm², we take the square root of the area. The base of the square is 2 cm because the square root of 4 is 2.
To work out the base of a square with an area of 4 cm², we note that a square's area is calculated by multiplying one of its sides by itself, which is represented as side length² or a². Given that a square's area is 4 cm², we set up the equation a² = 4 cm². Solving for a, we take the square root of both sides of the equation. The side length a is thus 2 cm, since the square root of 4 is 2. Therefore, the base of the square is 2 cm.
Point
Which of the following describes a point?
A. one dimensional
B. zero dimensional
C. three dimensional
D. two dimensional
(B) Zero-dimensional describes a point.
What is the point?A point has no length, area, or volume and is, therefore, zero-dimensional.Two-dimensional:A flat plane figure or a shape with two dimensions—length and width—are both considered two-dimensional shapes in geometry. Shapes that are two-dimensional, or 2-D, have only two faces and no thickness. The proportions of a figure can be used to categorize it.Two-dimensional shapes include the triangle, square, rectangle, pentagon, and circle.Three-dimensional:Three values are needed to locate an element in three-dimensional space, which is a geometric setting. This is how the term "dimension" is generally used. A tuple of n numbers in mathematics is equivalent to the Cartesian coordinates of a point in an n-dimensional Euclidean space.Therefore, the correct answer is (B) Zero dimensional because it cannot be one or zero dimensions, since a vector is a three-dimensional point.
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Angelo bought apples and bananas at the fruit salad. He bought 20 pieces of fruit and spent $11.50. Apples cost $0.50 and bananas cost $0.75 each. Write a system of equations to model the problem. (Hint: One equation will represent the number of pieces of fruit. A second equation will represent the money spent on the fruit.)
Since y=6, we can plug it in the second equation so it would be x+6=20 which means x=14, you can comment if anything confuses you
how do i factor 8g^2-10g-12
Answer:
(4g+3)(g-2)
Step-by-step explanation:
well they all have a common factor of 2
so divide all of it by two 2[(4g^2-5g-6)]
then factory that to get (4g+3)(g-2)
Hopefully this helps you :)
Tomato paste is sold in a cylindrical can. The can has a radius of 1.5 inches and a height of 4.8 inches. What is the volume of the can?
Answer:
33.912 in
Step-by-step explanation:
find the area of the circle first by: multiplying 1.5squared X 3.14= 7.065
the multiply it by the height (4.8) = 33.912
The volume of the cylindrical can is 33.9292 cubic inches.
What is volume of a cylinder ?The volume of a cylinder is the density of the cylinder which signifies the amount of material it can carry or how much amount of any material can be immersed in it. The volume is given by the formula -
V = π * [tex]r^{2}[/tex] * h
where V = volume of cylinder, r = radius and h = vertical height
How to calculate the volume of the given cylinder ?It is said that the cylindrical can has a radius of 1.5 inches and a height of 4.8 inches.
Thus we have r = 1.5 inches and h = 4.8 inches .
⇒ Volume (V) = π * 1.5 * 1.5 * 4.8 cubic inches
∴ V = 33.9292 cubic inches .
Therefore, the volume of the cylindrical can is 33.9292 cubic inches.
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It costs 3 tickets to play a game at the fair. If you spent 21tickets on the game, which equation could you use to solve for the number of games, g?
A) 21g=3
B) 21·3=g
C) g/3=21
D) 3g=21
➷ The correct option would be D. 3g = 21
As it is 3 tickets per game, the total number of tickets would be 3 multiplied by the number of games
This equation could then be rearranged to find the number of games.
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Answer:
The answer is D.
Step-by-step explanation:
It costs 3 tickets to play a game at the fair.
So the number of games, g = total number of tickets / 3,
g = 21 / 3
3g = 21
The answer is D.
An 8-in wide photo has been reduced to a 5-inch wide by 7-inch tall photo. how tall was the original?
Answer:
Step-by-step explanation:
jajajajajajajajajajajajajaja
11.2
Which set of three numbers could be the side lengths of a triangle
Answer:
C
Step-by-step explanation:
if you add 2 sides of a triangle the other must be smaller and if you subtract 2 sides the other must be greater
Answer with explanation:
For, set of three numbers to be sides of triangle, the sum of two should be greater than third.
→1.
3, 3,8
3 +3 is not greater than 8.So, it can't be sides of triangle.
→2.
5,5,14
5+5 is not greater than 14.So, it can't be sides of triangle.
→3.
3,3,2
3+3>2
3+2>3
Sum of two sides is greater than third, so it can be sides of triangle.
→4.
5,5,10
5+5 is not greater than 10.So, it can't be sides of triangle.
Option: C→3,3,2
Evaluate C(7, 3). 4 35 70
Answer:
option B
35
Step-by-step explanation:
Combinations are a way to calculate the total outcomes of an event where order of the outcomes does not matter.
Formula to calculate combination
nCr = n! / r! * (n - r)!
We are given C(7,3)
here n = 7
r = 3
So plug values in the formula7C3 = 7! / 3! * (7 - 3)!
= (7x6x5x4x3x2) / (3x2)(4x3x2)
= (7x6x5) / (3x2)
= 210 / 6
= 35
Final answer:
The value of C(7, 3), which is the number of combinations of 7 items taken 3 at a time, is 35. The calculation uses the combinations formula C(n, k) = n! / (k! * (n - k)!), simplifying the factorials and the result is determined.
Explanation:
To evaluate C(7, 3), we need to calculate the number of combinations of 7 items taken 3 at a time. The formula for a combination is given as:
C(n, k) = n! / (k! * (n - k)!)
Here, n represents the total number of items and k represents the number of items to choose. Let's plug in the values to calculate this:
C(7, 3) =[tex]7! / (3! * (7 - 3)!) = 7! / (3! * 4!)[/tex] = (7 x 6 x 5 x 4 x 3 x 2 x 1) / ((3 x 2 x 1) * (4 x 3 x 2 x 1))
After canceling the matching factorial terms, we get:
C(7, 3) = (7 x 6 x 5) / (3 x 2 x 1) = 210 / 6 = 35
Therefore, the value of C(7, 3) is 35.
PLEASE HELP!!!!! EXPLAIN!!!!
Sam conducted a survey to find out the favorite weekend activity of the students in his middle school. He asked 20 of his classmates. He found out that the favorite weekend activity of his middle school is playing video games because 75% of the students he surveyed liked to play video games. Explain why Sam’s sample may not be valid. Provide 2 or 3 sentences of explanation with facts to support your answer. How could Sam improve his survey to be more representative of his school?
Answer:
So, Sam only asked 20 people in his entire middle school. That is a very small fraction of the amount of kids attending that school. He cannot say that video games is 75% of the entire school's favorite weekend activity if he only asked 20 people. To get a better, more valid result, he should ask around 100+ kids.
Step-by-step explanation:
Tony rode his bicycle 3 7/10 miles to school. What is this distance written as a decimal?
Answer:
The distance written as a decimal is 3.7
To write 3 7/10 miles as a decimal, multiply the whole number by the denominator and add the numerator, then write the result over the denominator. Simplify the fraction if possible.
Explanation:To write the distance in decimal form, we need to convert the mixed number to a decimal. The given distance is 3 7/10 miles. To do this, we multiply the whole number, 3, by the denominator, 10, and add the numerator, 7. So, 3 multiplied by 10 plus 7 equals 37. Then, we write 37 over the denominator 10, giving us 37/10. Finally, we can simplify this fraction by dividing the numerator and denominator by their greatest common factor, which in this case is 1. Dividing 37 by 1 gives us 37, and dividing 10 by 1 gives us 10. Therefore, the distance of 3 7/10 miles can be written as the decimal 3.7 miles.
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Find the volume of a sphere with a surface area of 3600pi in squared.
Answer:
36000pi
Step-by-step explanation:
V = 4/3*pi*r^3 so we need to know r
we know surface area, which is 4pi*r^2=3600pi. so we can solve for r
r=30
so v = 4/3*pi*30^3 = 36000pi
Which statement must be true about the diagram?
Point K is a midpoint of .
mJKN = mJKM
Ray KM is an angle bisector of NKL.
JK = KL
Answer:
Find out the true statement of the diagram.
To proof
The statement true about the diagram is
Ray KM is an angle bisector of ∠NKL
REASON
KM ia an angle bisector of ∠NKL.
angle bisector is a line which divide the an angle in two equal parts.
As shown in the diagram
KM divided the angle ∠ NKL
and also in the diagram
∠LKM =61°
∠MKN = 61°
that means KM divided ∠NKL in two equal angle
thus
Ray KM is an angle bisector of ∠NKL
Hence proved
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Step-by-step explanation:
Answer:
Ray KM is an angle bisector of NKL.
Step-by-step explanation:
edge 2022
a teacher read part of a book to class. The graph shows the number of pages read by the teacher over the next several days. Find and interpret the rate of change and the initial value.
The rate of change on a graph represents how fast or slow the changes are happening, while the initial value is the starting point. To find these on a graph, you determine the slope of the line for the rate of change, and look at the intercept on the y-axis for the initial value. These values give us insights into the reading pace and starting point of the teacher.
Explanation:The rate of change in a graph represents the slope of the line. It tells us how the quantity being measured changes over time. If the graph is a straight line, the rate of change is constant, but if the line is curved, the rate of change varies.
To find the rate of change, you need to select two points on the graph and find the difference in the page numbers divided by the difference in the corresponding time points. That is (pages end - pages start) / (time end - time start).
The initial value is the point where the teacher started reading the book. This point is seen as the intercept on the y-axis of the graph.
The interpretation of these values would be that the rate of change tells us how quickly the teacher is reading the book, and the initial value tells us at what page number the teacher started reading.
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Initial value: The teacher initially read 150 pages. Rate of change: The teacher read 100 pages per day. The graph shows that the teacher is reading at a consistent pace and is making good progress on the book.
The initial value of the graph is the y-intercept, which is 100 pages. This means that the teacher had already read 100 pages before the graph starts.
The rate of change of the graph is the slope, which is calculated as (change in y) / (change in x). In this case, the slope is (750 - 100) / (5 - 1) = 130 pages/day.
This means that the teacher is reading 130 pages per day.
Interpretation:
The teacher is reading at a rate of 130 pages per day. This means that each day, the teacher is reading 130 more pages than the previous day.
The initial value of 100 pages means that the teacher had already read a significant portion of the book before the graph starts. It is possible that the teacher was reading ahead, or that the teacher was reading a chapter book to the class and had already finished the first chapter.
Overall, the graph shows that the teacher is reading at a consistent pace and is making good progress on the book.
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What all is required when graphing a function? Check all that apply.
Slope
Y-intercept
X-intercept
The equation
Calculator
Axis of symmetry
Vertex
Answer:
A line: slope, y-intercept from the equation
A quadratic: vertex or axis of symmetry from the equation
Step-by-step explanation:
When graphing a line, you need the y-intercept and slope. This can be found by using the equation.
When graphing a parabola or quadratic, you need the vertex or axis of symmetry. This can also be found from the equation.
What is the y-intercept in the equation y=4x-3?
➷ Equations come in the form y = mx + c
'c' is the y intercept
In this equation, the y intercept is -3
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The y-intercept of the given equation y = 4x-3 is -3.
What is y-intercept?The y-coordinate of a point where a line, curve, or surface intersects the y-axis is called y-intercept.
According to the given question.
We have an equation y = 4x -3.
To find the y-intercept substitute x = 0 in the above equation y = 4x -3.
[tex]\implies y = 4x -3\\\implies y = 4(0) - 3\\\implies y = -3[/tex]
Hence, the y-intercept of the given equation y = 4x-3 is -3.
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Jerry is driving at a steady speed on an inter-state highway. 2.5 hours after he starts, he notes that he has driven 150 miles. After 5.5 hours, he notes that he has covered 330 miles.
Jerry is driving at a steady speed on an inter-state highway. 2.5 hours after he starts, he notes that he has driven 150 miles. After 5.5 hours, he notes that he has covered 330 miles.
Which graph shows how his distance covered varies with time?
A)B)C)D)
Answer:
graph a
Step-by-step explanation:
you have to look at the numbers carefully and that was the only graph that showed everything
Answer:
Step-by-step explanation:
Jerry is driving at a steady speed on an highway.
After 2.5 hours he has driven = 150 miles.
speed = [tex]\frac{150}{2.5}[/tex] = 60 miles/hour
then after 5.5 hours he has covered 330 miles.
speed = [tex]\frac{330}{5.5}[/tex] = 60 miles/hour
Total time he has driven = 2.5 + 5.5 = 8 hours
total distance he covered = 150 + 330 = 480 miles.
Therefore, after 2.5 hours he covered 150 miles and after 8 hours he covered 480 miles with an steady speed of 60 miles/hour.
Graph A shows his constant speed and his distance covered varies with time.
Find the area of A triangle with a base length of six units and a height of seven units
Answer:
A = 21
Step-by-step explanation:
Hello
The triangle area is= (base*height)/2, so
A = (6*7)/2
A = 42/2
A = 21
Remember that a trinagle is the area of half square =D
Best regards
WILL BE MARK BRAINL 2(2x+32)+2/5(4x+4)
= 28/5x + 328/5
is the answer. work is on attached piece of paper
Answer:
4
(
7
x
+
82
)
5
Step-by-step explanation:
The basic unit of capacity in SI is the
A)meter.
B)liter.
C)kilogram.
Answer: a) meter
Step-by-step explanation:
Answer:
meter
Step-by-step explanation:
Wes and Tom are buying rare coins for $9,500 and investing money in the ratio of 3 to 2. How much will each man invest?
Answer:
one spent $3,800 and the other spent $5,700
Step-by-step explanation:
first add the 3 and 2 so you get 5 then divide 9,500 into 5 which is 1900 then multiply that by 2 which is 3800 now we know one man spent $3800 then we do the same thing with 3 so we take 1900 and multiply it by three which is $5700
your answer is that one man spent $3,800 and the other spent $5,700
What is the experimental probability that the next customer buys a red notebook 150 pages.
red green blue yellow
100 pg-55 37 26 12
150 pg-60 40 57 27
200 pg-23 19 21 19
Answer:
5/33
Step-by-step explanation:
The table with proper formatting is attached in the image below.
We have to calculate the experimental probability that the next customer buys a red notebook with 150 pages.
Total number of customers in the experiment = Sum of all the values in the given table = 396
Number of customers who bought red notebook with 150 pages = 60
Experimental probability = [tex]\frac{\text{Number of favorable outcomes}}{\text{Number of total outcomes}}[/tex]
Number of favorable outcomes in the experiment were 60 and the total outcomes in the experiment were 396.
Therefore, the probability that next student buys a red notebook with 150 pages will be 60/396 = 5/33
The experimental probability that the next customer buys a red notebook with 150 pages is approximately 0.326 or about 32.6%, calculated by dividing 60 red 150-page notebooks sold by the total 184 notebooks sold of that size.
The student is asking about the experimental probability that the next customer will buy a red notebook with 150 pages. To determine this probability, one must look at past data to find the frequency with which customers have purchased red notebooks of 150 pages and divide this by the total number of notebook purchases of all colors with 150 pages.
Based on the data provided:
Number of red 150-page notebooks sold: 60Total number of 150-page notebooks sold: 60 (red) + 40 (green) + 57 (blue) + 27 (yellow) = 184The experimental probability is therefore calculated as follows:
P(red 150-page notebook) = Number of red 150-page notebooks sold / Total number of 150-page notebooks sold
P(red 150-page notebook) = 60 / 184
P(red 150-page notebook) = 0.326 or about 32.6%
Factor & Finding Zeros
x^{2} -x-6=0
Answer:
x = 3, -2
Step-by-step explanation:
To help us factor, we can split the middle term up into the sum of the terms -3x and 2x:
[tex]x^2+(-3x)+2x-6=0[/tex]
From there, we can factor out an x from the first two term and a 2 from the last two to obtain the equation
[tex]x(x-3)+2(x-3)=0[/tex]
Factoring out an (x - 3) from each term gives us the equation
[tex](x-3)(x+2)=0[/tex]
At this point, we can divide by either x - 3 or x + 2 to obtain the two equations
[tex]x-3=0[/tex] and [tex]x+2=0[/tex]
Solving both for x gives us the solutions x = 3 and x = -2. We can verify these by substituting them back into the original equation:
[tex]3^2-3-6=0\\9-3-6=0\\6-6=0\\0=0[/tex]
[tex](-2)^2-(-2)-6 = 0\\4+2-6=0\\6-6=0\\0=0[/tex]
They are the same because the central angle measure is the same. The arc lengths are proportional: . The arc lengths are proportional: . The arc lengths are proportional:
Is this an answer? I don’t think this is a question buddy
What is the value of z?
Answer options: 140, 25, 35, 70
Answer:
I think its 70
Step-by-step explanatio
Hope this helps!
Answer:
A. 140
Step-by-step explanation:
We have been given an image of a circle. We are asked to find the value of z.
Upon looking at our given circle we can see that z is the intercepted arc to the inscribed angle that measures 70 degrees.
We know that measure of intercepted arc of a circle in two times the measure of inscribed angle.
Using inscribed angle theorem we can set an equation as:
[tex]z^{\circ}=2\times 70^{\circ}[/tex]
[tex]z^{\circ}=140^{\circ}[/tex]
Therefore, the value of z is 140 and option A is the correct choice.
Please help me and please don't answer if you're not a 100% sure!
The answer choices are
A. 93
B. 31
C. 69
D. 300
Answer:
A
Step-by-step explanation:
We obviously can take out D and B, as roses are 31% while carnations are 19%. Since roses have a larger percentage, it obviously can't be less than carnations but 300 is beyond the logical answer. This leaves us with 69 or 93. 19% is 57, so a 12 percent rise will not equal an increase of only 12 flowers. Therefore, without even any calculations, I can confidently tell you that your answer is A.
Simplify the expression. (X^3)^-5
➷ When exponents are separated with parenthesis, multiply them together:
3 x -5 = -15
The simplified expression would be X^-15
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Answer: x^15
have a great day
Which number line best shows how to solve −4 − (−6)?
Answer:
the answer is A
Step-by-step explanation:
because two negatives turn to a positive
Answer:
A
Step-by-step explanation:
It is a rule that two negatives make a positive. Also, it is the only one with the correct format on the number line.