Answer:
No, 3,816+467 is not a good estimate! 3,816 is very far from 8,000. 467 is a very low number to be added to 3,816. most likely when you add the two you will get a low number. when you add the two you get 4,283 which is not even close to the number you are trying to reach!
Step-by-step explanation:
hope this helps!
Subtract. (9u^2+8u+8)-(4u+2)
The following table lists numbers in their standard and scientific notations. Fill in the missing values.
The first two have been completed for you as examples.
Standard Notation
The numbers are written in their standard and scientific notations as follows. Fill in the missing values accordingly.
3.0 * 10⁴ = 3000
6.79 * 10⁻³ = 0.00679
0.0216 = 2.16 * 10⁻²
9.02 * 10⁷ = 90200000
1000000 = 10⁶
1.02 * 10⁻⁵ = 0.0000102
0.000723 = 7.23 * 10⁻⁴
9.99 * 10⁹ = 990000000
56000 = 5.6 * 10⁴
How to express the number using scientific notation?Scientific notation is a way of expressing numbers that are too large or too small (usually would result in a long string of digits) to be conveniently written in decimal form. It is also called standard form or standard index form e.g 1000000 = 10⁶ and 0.0001 = 10⁻⁴
3.0 * 10⁴ = 3.0 * 10000 = 3000
6.79 * 10⁻³ = 6.79 * 0.001 = 0.00679
0.0216 = 2.16 * 10⁻²
9.02 * 10⁷ = 9.02 * 10000000 = 90200000
1000000 = 10⁶
1.02 * 10⁻⁵ = 1.02 * 0.0001 = 0.0000102
0.000723 = 7.23 * 10⁻⁴
9.99 * 10⁹ = 990000000
56000 = 5.6 * 10⁴
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Which term listed below is missing from the sequence 26 23 17 11
The missing term in the sequence 5, 11, 17, ?, 31, 41 is B. 23.
How to calculate the missing termWe have been given the series 5, 11, 17, ?, 31, 41. We need to find the missing number out of the given sequence.
Let us write the prime numbers upto 50.
2, 3, 5, 7, 11, 13, 19, 23, 29, 31, 37, 41, 43, 47.
By looking into the above prime numbers we can make out our sequence. The series is formed by the alternate prime numbers. Thus we can complete the given sequence as,
5, 11, 17, 23, 31, 41.
Thus we got the missing number as 23 in the sequence 5, 11, 17, 23, 31, 41.
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Find the missing term in the sequence 5, 11, 17, ?, 31, 41.
If 18% of a $3,200.80 monthly net income is allotted for clothing, how much money is allotted for clothing in one year?
Answer:
Step-by-step explanation:
18% of $3200.80 = $576.144.
$576.144 is for one month. So, for a year is 12 * $576.144 = $6913.728.
6th grade mathematics problem
The two numbers are 10 and 12
What is word problem?A word problem is a math problem written out as a short story or scenario. Basically, it describes a realistic problem and asks you to imagine how you would solve it using math.
The two numbers that have their highest factor as 2 are 4 and 6, 6 and 8, 8 and 10 and 10 and 12.
The numbers above which have least common multiple of 60 are
multiple of 4: 4,8,12,16,20,24,28,32,36,40,44,48,52,56,60
multiple of 6; 6,12,18,24,30,36,42,48,54,60
multiple in of 10: 10,20,30,40,50,60
multiple of 12: 12,24,36,48,60.
The least common multiple of 6 and 10 is 30
but the least common multiple of 12 and 10 is 60
therefore the two numbers are 12 and 10.
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Suppose that a farmer has 75 rods (4 rods = 1 acre) on which to plant two crops: wheat and corn. To produce these crops, it costs the farmer (for seed, water, fertilizer, etc. ) $120 per rod for the wheat, and $210 per rod for the corn. The farmer has $15,000 available for expenses, but after the harvest the farmer must store the crops while awaiting favorable or good market conditions. The farmer has storage space for 4,000 bushels. Each rod yields an average of 110 bushels of wheat or 30 bushels of corn. If the net profit per bushel of wheat (after all the expenses) is $1.30 and for corn is $2.00, how should the merry farmer plant the 75 rods to maximize profit?
Use the optimization method described in the lecture.
Difference of density per acre of wheat and corn = 105
What is division?Division is the process of splitting a number or an amount into equal parts. Division is one of the four basic operations of arithmetic, the ways that numbers are combined to make new numbers. The other operations are addition, subtraction, and multiplication.
here, we have,
Given:
Yield in 110 acre farm = 17,600 Bushes of corn
Yield in 250 acre farm = 13,750 Bushes of wheat
Find:
Difference of density per acre of wheat and corn
Computation:
Yield per acres Bushes of corn = 17,600 / 110
Yield per acres Bushes of corn = 160
Yield per acres Bushes of wheat = 13,750 / 250
Yield per acres Bushes of wheat = 55
Difference of density per acre of wheat and corn = Yield per acres Bushes of corn - Yield per acres Bushes of wheat
Difference of density per acre of wheat and corn = 160 - 55
Difference of density per acre of wheat and corn = 105
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Find the length of each missing length to 3 s.f
The length of b = √36 = 6 cm.
What is length?Length is a measurement of size and it can be measured in a variety of waste including inches sentiment of metres feet miles and more. Playing these an important concept in mathematics, science and engineering and many others build it to used to calculate the dimensions of this area. And more it is also used to measure the time it takes to travel.
Triangle ABC is a right triangle with angle B = 90°.
If a = 8 cm and c = 10 cm, we can use the Pythagorean Theorem to find the missing length, b.
The Pythagorean Theorem states that a2 + b2 = c2.
Therefore, b2 = c2 – a2 = 102 – 82 = 100 – 64 = 36.
The length of b = √36 = 6 cm.
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X/-3 is greater or equal to 12
The solution to the inequality is any value of X that is less than or equal to -36
What is Inequality?
An inequality is a relationship that compares two numbers or other mathematical expressions that are not equal. It is most commonly used to compare the sizes of two numbers on a number line.
The inequality X/(-3) ≥ 12 can be solved as follows:
We begin by multiplying both sides of the inequality by -3, which will reverse the direction of the inequality since we are multiplying by a negative number. This gives:
X ≤ -36
Therefore, the solution to the inequality is any value of X that is less than or equal to -36.
In interval notation, we can write the solution as:
(-∞, -36]
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to determine the reliability of experts who interpret lie detector tests in criminal investigations, a random sample of 280 such cases was studied. the results were
The reliability of experts who interpret lie detector tests in criminal investigations can be determined by analyzing the results of the random sample of 280 cases that were studied. It is important to look at the overall accuracy of the interpretations, as well as any potential biases or errors that may have affected the results.
To analyze the results, we can look at the number of correct and incorrect interpretations, and calculate the percentage of accurate interpretations. This will give us an overall measure of the reliability of the experts.
We can also look for any potential biases or errors that may have affected the results. For example, we may want to examine whether certain experts were more likely to make accurate interpretations than others, or whether there were any factors that may have influenced the interpretations, such as the type of crime or the suspect's behaviour.
Overall, the reliability of experts who interpret lie detector tests in criminal investigations can be determined by analyzing the results of a random sample of cases and looking for any potential biases or errors that may have affected the results. By doing this, we can gain a better understanding of the accuracy and reliability of these experts and their interpretations.
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1) The eighth grade class has 20% fewer students this year than they
had as seventh graders. Write an expression to show the decline in
class numbers, and then simplify the expression. Use (s) to represent
the number of seventh grade students.
Answer:
Step-by-step explanation:
To represent the number of eighth-grade students, we can use the expression:
0.8s
This is because the problem states that there are 20% fewer students in the eighth grade than in the seventh grade, which means that the number of eighth-grade students is equal to 80% of the number of seventh-grade students.
To simplify this expression, we can use the distributive property:
0.8s = 1s - 0.2s
This shows that the number of eighth-grade students is equal to the number of seventh-grade students minus 20% of the number of seventh-grade students. We can further simplify this to:
0.8s = 0.8s
This means that the number of eighth-grade students is equal to 80% of the number of seventh-grade students, which is consistent with the original problem statement.
in a certain infinite geometric series, the first term is 1, and each term is equal to the sum of the two terms after it. (for example, the first term is equal to the sum of the second term and third term). if $s$ is the sum of the series and $r$ is the common ratio, find $s - r$.
The value of s-r is 2
What is common ratio?
In a geometric sequence, ratio of each term to its immediately preceding term is always constant and is known as common ratio.
each term is equal to the sum of the two terms after it.
=> ar^n = ar^(n+1) + ar^(n+2)
On dividing both the sides by ar^n and simplfying we get
r= 0.618
sum of the series is:
s= a/(1-r) , a=first term
=> s= 1/(1-0.618 )
=> s= 2.618
s-r = 2.618 - 0.618 = 2
The value of s-r is 2
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Which point on the number line best represents –1?
Answer:
R
Step-by-step explanation:
-1 is exactly between 0 and -2, meaning that the answer is R.
R is the right answer
In Exercises 9 to 14, find the limit of each function at the given point, or explain why it does not exist. 10. f(z) = Arg z at Zo--1 11. f(z) = (1-Im z)-1 at z,-8 and then at zo-8 +1 12.f(z) = (z _ 2) log(z-21 at zo = 2 13, f(z) =-, z#0 at zo = 0 14. f(z) = 2+21,
Previous question
The limit of each function at the given point i n the question 10 to 14, is explained below.
Limit Of A function:A function may get close to two distinct limits. There are two scenarios: one in which the variable approaches its limit by values larger than the limit, and the other by values smaller than the limit. Although the right- and left-hand limits are present in this scenario, the limit is not defined.
When a variable approaches its limit from the right, the function's right-hand limit is the value that approaches.a
10). The limit of f(z) = Arg z as z approaches Zo = 1 does not exist. This is because the argument function is not continuous at the point z = 1, where there is a branch cut.
11). The limit of f(z) = [tex](1 - lm z)^{-1}[/tex] as z approaches z0 = -8 does not exist. This is because the function approaches infinity as z approaches -8 from the left, and negative infinity as z approaches -8 from the right.
However, if we consider the limit of f(z) as z approaches z0 = -8 + i from both the left and the right, the limit exists and is equal to 0. This is because in the complex plane, the value of Im z cannot exceed 1, so as z approaches -8 + i, the denominator (1 - Im z) approaches 0, and the function approaches infinity. However, the numerator approaches a finite value of 1, which cancels out the denominator, and the overall limit is equal to 0.
12). The limit of f(z) = (z - 2) log(z - 2) as z approaches z0 = 2 is 0. This is because the term (z - 2) approaches 0 as z approaches 2, and log(z - 2) approaches 0 as well because log(z - 2) is continuous at z = 2. Therefore, the limit is equal to 0.
13). The limit of f(z) = -1/z as z approaches z0 = 0 does not exist. This is because as z approaches 0, the magnitude of 1/z approaches infinity, but the direction of approach depends on which quadrant the limit is approached from. Since the limit does not approach a unique value from all directions, the limit does not exist.
14). The limit of f(z) = 2 + [tex]2^{1/z}[/tex] as z approaches infinity does not exist. This is because as z approaches infinity, the term [tex]2^{1/z}[/tex] approaches 1, and the limit approaches 2 + 1 = 3. However, if we approach infinity along the real axis, the limit of [tex]2^{1/z}[/tex] approaches 1, but if we approach infinity along the imaginary axis, the limit of [tex]2^{1/z}[/tex] approaches infinity. Therefore, the limit of f(z) does not exist.
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solve for d
60 = 4d-8
8=?
Answer:
17
Step-by-step explanation:
60=4d-8
We move all terms to the left:
60-(4d-8)=0
We get rid of parentheses
-4d+8+60=0
We add all the numbers together, and all the variables
-4d+68=0
We move all terms containing d to the left, all other terms to the right
-4d=-68
d=-68/-4
d=17
There is a linear relationship between the number of stuffed animals and the number of action figures displayed at the prize booth at a fair.
When 20 stuffed animals are displayed, 15 action figures are also displayed.
When 60 stuffed animals are displayed, 45 action figures are also displayed.
Graph the linear relationship between the number of stuffed animals, x, and the number of action figures, y. Then, use the point tool to indicate whether the relationship is proportional or not.
Based on the graph, we can see that the relationship between the number of stuffed animals and the number of action figures is proportional since the line passes through the origin (0, 0), which is a characteristic of proportional relationships.
What are proportional relationships?Mathematical relationships between two variables that have a constant multiple of one another are known as proportional relationships. This implies that when one variable rises or falls by a particular factor, the other variable rises or falls by the same amount as well.
In other words, a straight line on a graph that runs through the origin (0, 0) can be used to illustrate a proportionate connection. This is due to the fact that they are proportional, therefore when one variable is equal to zero, the other variable must likewise be zero.
To graph the linear relationship between the number of stuffed animals, x, and the number of action figures, y, we can use the two given data points: (20, 15) and (60, 45).
First, we can find the slope of the line that passes through these two points using the slope formula:
slope = (y2 - y1) / (x2 - x1)
where (x1, y1) = (20, 15) and (x2, y2) = (60, 45)
slope = (45 - 15) / (60 - 20) = 30 / 40 = 0.75
Next, we can use the point-slope form of the equation of a line to write the equation of the line that passes through the two points:
y - y1 = m(x - x1)
where m is the slope and (x1, y1) = (20, 15)
y - 15 = 0.75(x - 20)
y - 15 = 0.75x - 15
y = 0.75x
Now we can graph the line by plotting the two given points and drawing a straight line passing through them:
Linear relationship graph
Based on the graph, we can see that the relationship between the number of stuffed animals and the number of action figures is proportional, since the line passes through the origin (0, 0), which is a characteristic of proportional relationships.
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Can someone please explain these to me! Thanks!!
Answer:
9. 9x -4y = -36
10. geometric; terms have a common ratio of 1/2. Never 0 or negative; 1/2 times a positive number is a positive number.
Step-by-step explanation:
You want the equation of the line with x-intercept (-4, 0) and y-intercept (0, 9), and you want to know if the sequence 40, 20, 10, 5, ... is arithmetic.
9. LineIt is helpful to know a few different forms of the equation for a line. One of them is "intercept form," x/a +y/b = 1, where 'a' and 'b' are the x- and y-intercepts, respectively.
For intercepts (-4, 0) and (0, 9), the equation in this form is ...
x/(-4) +y/9 = 1
Multiplying by -36 puts it in standard form:
9x -4y = -36
10. Sequence(a) First differences of the sequence 40, 20, 10, 5 are ...
-20, -10, -5 . . . . . not constant
Since the first differences are not constant this is not an arithmetic sequence.
Ratios of successive terms are ...
20/40 = 10/20 = 5/10 = 1/2 . . . . . . constant
A sequence of terms with a common ratio is a geometric sequence. This sequence has a common ratio, so is geometric.
(b) The common ratio is 1/2, a positive number. The given terms of the sequence are positive numbers. Each successive term is 1/2 the previous term, so all terms will be positive—never 0 or negative. (The product of two positive numbers is always positive.)
Please help me with this one ?
=9/2
According to me when you simplify these numbers on the calculator it gave me 9/2.
Problem: (3/2) + (3/2) + (3/2) = unknown value, times (1/2)
Solution:
First, we can simplify the left side by adding the fractions:
(3/2) + (3/2) + (3/2) = 9/2
Next, we can divide both sides by (1/2) to solve for the unknown value:
(9/2) ÷ (1/2) = 9
Therefore, the answer is 9.
Need help with part C, pls, thx! :)
*Please show how u got it*
The percentage of amount paid toward principal is, 70.4%
And, the percentage of amount paid towards interest is,
⇒ 20.6%
What is mean by Percentage?A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.
Given that;
An individual borrowed $95,000 at an APR of 5%.
Hence,
The percentage of amount paid toward principal can be calculated as;
Percent amount = 95,000/(450 × 25 × 12) × 100
= 95,000 / 135,000 × 100
= 70.4%
Hence, And the percentage of amount paid towards interest will be:
⇒ 100% - 70.4%
⇒ 20.6%
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Determine what number should be added to complete the square of the expression 4x^2-8x
The number that should be added to complete the square of the expression 4x² - 8x is 1.
What is an expression?
Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation.
To complete the square of the expression 4x² - 8x, add a constant term that will make it a perfect square trinomial.
First, factor out the coefficient of the x² term -
4x² - 8x = 4(x² - 2x)
Next, add a constant term that will make the expression inside the parentheses a perfect square.
To do this, take half of the coefficient of the x term and square it.
Half of -2 is -1, and (-1)^2 is 1.
So add 1 to the expression inside the parentheses to make it a perfect square -
4x² - 8x + 1 = 4(x² - 2x + 1)
Simplify this expression by factoring the trinomial inside the parentheses -
4x² - 8x + 1 = 4(x - 1)²
Therefore, the number is 1.
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In a function, any input yields exactly __________ output.
Answer: one
Step-by-step explanation:
A local bakery celebrated its one-year anniversary on Saturday. On that day, every 4 customer
received a free cookie. Every 6th customer received a free muffin.
3. (20 points) Casey was the 3rd customer to receive both a free cookie and a free muffin. What
number was Casey?
Casey's number is given as follows:
36.
How to obtain Casey's number?Considering periodic events, they will repeat on the same day for the least common factor of the periods of each event.
The periods are given as follows:
Free cookie: Every 4th customer.Free muffin: Every 6th customer.The least common factor of 4 and 6 is obtained as follows:
4 - 6|2
2 - 3|2
1 - 3|3
1
Hence:
lcm(2,3) = 2² x 3 = 12.
This means that one in 12 customers receive both the free cookie and the free muffin. Casey is the third customer to receive both of them, hence the number is given as follows:
3 x 12 = 36.
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Nina made two investments:
Investment
A
Astart text, A, end text has a value of
$
50
$50dollar sign, 50 at the end of the first year and increases by
8
%
8%8, percent per year.
Investment
B
Bstart text, B, end text has a value of
$
60
$60dollar sign, 60 at the end of the first year and increases by
$
3
$3dollar sign, 3 per year.
Nina checks the value of her investments once a year, at the end of the year.
What is the first year in which Nina sees that investment
A
Astart text, A, end text's value exceeded investment
B
Bstart text, B, end text's value?
The requried first year in which Nina sees that investment exceeded investment B is 5th year.
What are equation models?The equation model is defined as the model of the given situation in the form of an equation using variables and constants.
Here,
According to the given data,
Equation models for the given condition are,
For investment A
y = 50(1.08)ˣ
For investment B
y = 60 + 3x
Where y is the total amount after x years of passing.
When plotting the graph of both equations we can see Investment A will surplus the graph of Investment B at x = 5.56
Thus, the requried first year in which Nina sees that investment exceeded investment B is 5th year.
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What is the volume of this figure?
Answer:
400m³
Step-by-step explanation:
Multiply each section individually. First, multiply 8 x 5 x 4. This gives you 160. Now you multiply 5 x 12 x 4, which equals 240.
Now you add them together to get 400.
If <1 in the figure above measures 25 degrees, what is the measure of <4
65°
25°
50°
155°
A scale factor of a famous statue uses a scale factor of 210:1. If the height of the drawing is 1.2 feet, what is the actual height of the statue?
Answer:
A scale factor of a famous statue uses a scale factor of 210:1. If the height of the drawing is 1.2 feet, what is the actual height of the statue?
The actual height of the statue is 252 feet (1.2 x 210).
Answer:
252
Step-by-step explanation:
Then, write the result as a binomial squared. a2+a
Answer:
The result can be written as (a + 1)².
As an oil well is drilled, each new section of drill pipe supports its own weight and that of the pipe and drill bit beneath it. Calculate the stretch in a new 6.00 m length of steel pipe that supports 3.00 km of pipe having a mass of 20.0 kg/m and a 100-kg drill bit. The pipe is equivalent in stiffness to a solid cylinder 5.00 cm in diameter.
Therefore, the cylinder stretch in the new 6.00 m length of steel pipe is 0.094% of its original length, or about 5.64 mm.
What is a cylinder?The cylinder, which is frequently a three-dimensional solid, is one of the most primitive curved geometric forms. In simple geometry, it is known as a prismatic with a circular as its basis. The term "cylinder" is also used to refer to an infinitely curved surface in a number of modern domains of geometry and topology. A "cylinder" is a three-dimensional object made up of curved surfaces with round tops and bottoms.
Here,
The total weight supported by the new 6.00 m length of pipe is the weight of the pipe and drill bit beneath it, which is:
W = (20.0 kg/m)(3.00 km) + 100 kg
W = 60,100 kg
The equivalent diameter of the solid cylinder is 5.00 cm, or 0.05 m, so its radius is 0.025 m. The cross-sectional area of the steel pipe is therefore:
A = πr^2 = π(0.025 m)^2 = 0.0019635 m^2
The modulus of elasticity for steel is typically around 200 GPa (gigapascals), or 200,000,000 N/m^2. Using the formula for the stretch of a rod under tension, which is:
ΔL/L = F/(AE)
ΔL/L = (Wg)/(AE)
where g is the acceleration due to gravity (9.81 m/s^2).
Substituting the values we have calculated, we get:
ΔL/L = [(60,100 kg)(9.81 m/s^2)]/[(0.0019635 m^2)(200,000,000 N/m^2)]
ΔL/L = 0.0009397 or 0.094%
Therefore, the stretch in the new 6.00 m length of steel pipe is 0.094% of its original length, or about 5.64 mm.
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100 POINTS PLEASE HELP When adjusting entries in accounting, an accountant will compare their analysis of the trial balance with what source?
A. the government
C. the general ledger
B. the CEO
D. GAAP
Answer: i beleive it is the CEO
Step-by-step explanation:
Answer:
the correct answer is C, the general ledger.
Step-by-step explanation:
When adjusting entries in accounting, an accountant will compare their analysis of the trial balance with the company's general ledger accounts. The general ledger is the master set of accounts that contains all the transactions of the company, including adjusting entries. Adjusting entries are made at the end of an accounting period to update the accounts and ensure that the financial statements accurately reflect the company's financial position and results of operations. These entries may involve accruals of revenue or expenses, prepayments, depreciation, or other adjustments. After making these entries, the accountant will compare the updated balances in the general ledger to the trial balance to ensure that they are accurate and balanced. Therefore, the correct answer is C, the general ledger.
Spiral Review
8. The temperature in Alaska is -6 °C and drops to -11 °C overnight.
Write and evaluate a subtraction expression to determine the change
in temperature.
Answer:
The subtraction expression to determine the change in temperature is:
-11 °C - (-6 °C)
Simplifying the expression:
-11 °C + 6 °C
The change in temperature is -5 °C.
please answer this question!!
The maximum height of the ball from the maximum compression of the spring is 13.39 m
What is maximum height?Maximum height is the highest displacement of the object.
How to find the maximum height of the ball?Since a spring of spring constant 504 N/m is compressed 7.66 cm by a ball of mass 11.2 g. If the ball is shot straight into the air, we desire the maximum height of the ball.
Using the law of conservation of energy, the elastic potential energy lost by the spring, E equals the gravitational potential energy gained by the ball, E'
So, E = E'
1/2kx² = mgh where
k = spring constant = 504 N/mx = compression of spring = 7.66 cm = 0.0766 mm = mass of ball = 11.2 g = 0.0112 kgg = acceleration due to gravity = 9.8 m/s² and h = maximum height of ballMaking h subject of the formula, we have that
h = kx²/2mg
So, substituting the values of the variables into the equation, we have that
h = kx²/2mg
h = 504 N/m × (0.0766 m)²/(2 × 0.0112 kg × 9.8 m/s²)
= 504 N/m × 0.00586756 m²/(2 × 0.0112 kg × 9.8 m/s²)
= 2.95725024 Nm/(0.21952 kgm/s²)
= 13.47 m
So, the maximum height from the springs compression is H = h - x = 13.47 - 0.0766 m
= 13.3934 m
≅ 13.39 m
So, the maximum height is 13.39 m
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