Help with a bit of math??

The answer to the iterated integral after the evaluation is 2.

The iterated integral evaluates to the area of the region bounded by the curves x = 0, x = y, and y = π/2, which can be calculated by setting up a double integral. The outer integral is with respect to x, from 0 to π/2, and the inner integral is with respect to y, from 0 to x.

The integrand is xsin(y), meaning that the area of the region is the integral of xsin(y) with respect to y from 0 to x, and then with respect to x from 0 to π/2. The solution is found by evaluating the inner integral first, which yields -xcos(x), and then evaluating the outer integral. The result is 2, which is the area of the given region.

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The solution of the equation 2x+y=4 and 3x-2y=-1 is the value of x = 1, while the value of y = 2

We have, the sets of equations as:

2x+y=4 and 3x-2y=-1?

As here, let 2x+y = 4 ----(i) and 3x-2y = -1 ----(ii)

As here to solve the value of x and y we will first equalise the co-efficient of x.

Here, the co-efficient of x in the first equation is 2, while in the second equation it is 3

So, for equalising, we will first multiply the first equation by 3 and the second by 2,

Thus, we will get it as:

6x+3y=12 ----(iii)

6x-4y=-2----(iv)

Now subtracting (iv) from (iii)

We will get,

7y = 14

=>y=2

Putting the value of y in (i),

2x=4-y = 4-2 =2

=>x = (2/2)=1

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The complete question may be like:

What is the solution of the equations 2x+y=4 and 3x-2y=-1?​

Answer:

15

Step-by-step explanation:

to determine the number of plants per row, take the square root of 225

sqrt(225) = 15

There should be 15 plants per row

Answer:

Step-by-step explanation:

Since the formation of the strawberry plants should represent a square, it implies that the dimensions of the formation (i.e length and breadth) must be equal.

To achieve this, we have to calculate its square root as the formula for the area of any square is given as (side)^2.

Now, [tex]\sqrt{225}[/tex] = 15

implies that each as well as each column will contain 15 strawberry plants  

when we reflect a point (p, q) over the y-axis the y-coordinate stays the same but the x-coordinate changes signs so the image is (-p, q).

Reflect a point

A reflection point occurs when a figure is constructed around a single point known as the point of reflection or center of the figure.

coordinates

it is usually a pair of numbers: the first number shows the distance along, and the second number shows the distance up or down.

image of point

The  image of the point about the line y=x can be obtained by interchanging the x-coordinate and y-coordinate of the point.

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The correct option is (d).

The function that could be used to model the current population is P(t) = 1,260(1.02)

This function models the growth of the population over time, t. The base population is 1,260 and the growth factor is 1.02, which represents a 2% increase. The function multiplies the base population by the growth factor to find the new population after one year.

The other options are not correct because:

P(t) = 1,260(1.2) is incorrect because the growth factor is incorrect, it's 1.2 which represents a 20% increase, which is too much compared to the 2% increase mentioned in the problem statement.

p(t) = 1,260(1.002) is incorrect because the growth factor is incorrect, it's 1.002 which represents a 0.2% increase, which is too small compared to the 2% increase mentioned in the problem statement.

P(t) = 1,260(0.02) is incorrect because the growth factor is incorrect, it's 0.02 which represents a 2% increase, but it is not raised to the power of t.

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Answer:

Step-by-step explanation:

a) John spent $30 on clothes and $12 on food, so he spent $18 more on clothes than on food.

b) He spent 150% more on clothes than on food.

The employee who receives the largest percentage of their gross pay in employee benefits is Employee D.
What is percentage?
Percentage is a way of expressing a number as a fraction of 100. It is often denoted using the percent sign, "%", or the abbreviation "pct". For instance, 45% (read as "forty-five percent") is equal to 45/100, or 0.45. Percentage can be used to express part-to-whole relationships, such as "25% of the students in the class". It can also be used to compare two or more values, such as "the temperature rose by 3% over the course of the day". In some cases, percentage can be used to calculate a quantity from a given value, such as finding the percentage increase from one number to another.

This is because they have the highest total job benefits ($34,700) when compared to their gross pay ($33,700). This results in a percentage of 103.3%, which is the highest of the four employee options.

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The value of x is 45 degree and value of y is 49 degree.We can find by using supplementary and corresponding angles.

Supplementary angles are those angles that sum up to 180 degrees. To find the angle which is supplementary to another angle subtract the given angle from 180 degrees. For example if one angle is 60 degrees then another angle is 180 – 60 = 120 degrees.

Corresponding angles are the angles that are formed when two parallel lines are intersected by the transversal. The opening and shutting of a lunchbox, solving a Rubik's cube, and never-ending parallel railway tracks are a few everyday examples of corresponding angles.

Now we find

according to supplementary angles

3x+45=180

3x=180-45

x=45

According to corresponding angles

y-4=45

y=45+4

y=49

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Answer:

x= 43

Step-by-step explanation:

The angles are corresponding angles which mean that they are equal to each other.

3x + 5 = 134  Subtract 5 from both sides

3x + 5 - 5 = 134 - 5

3x = 129  Divide both sides by 3

[tex]\frac{3x}{3}[/tex] = [tex]\frac{129}{3}[/tex]

x = 43

Thus, 0 itself is the sole position at which [0,∞] and (0,∞] are separated. Since it is in [0,∞] the set is closed. Given that it is not in (0,∞), the set is open interval.

A (real) interval in mathematics is a collection of real numbers that includes all real numbers that fall within any two of the collection's numbers. For instance, the interval containing 0, 1, and all integers in between is the set of values x satisfying 0 x 1. The collection of numbers such that 0 x 1 and the collection of all real numbers are other examples of intervals.

the empty set, any singleton, the set of positive real numbers, the set of nonnegative real numbers, and (set of one element).

Because they are the most basic sets whose "length" (or "measure" or "size") is straightforward to define, real intervals are crucial in the theory of integration. The Borel measure and finally the Lebesgue measure result from extending the notion of measure to more intricate sets of real numbers.

Interval arithmetic is a broad numerical computing technique that automatically generates assured enclosures for arbitrary formulas, even in the presence of uncertainties, mathematical approximations, and arithmetic roundoff. Intervals are at the centre of this technique.

Therefore, 0 itself is the sole place at which [0,∞] and (0,∞] have a boundary. Due to its location in [0,∞] the set is closed. Since it is not in (0,∞), the set is unclosed.

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When Jim's model car ownership is compared to Terrence's model car ownership, the ratio is 8:6, Jim possesses 48 model vehicles.

An equation is a mathematical statement that proves two mathematical expressions are equal in algebra, according to the definition given by the term in its most basic form.  When two terms are placed on each side of an equal sign, a simple equation is used to show their relationship. The four mathematical operations of addition, subtraction, multiplication, and division may be used singly or in combination in simple equations.

given

You are aware that Jim and Terrence both own four model automobiles in comparison to three owned by Jim.

Let's assume that Jim owns Jim has the following number of model cars, then you can answer the task as follows:

4/3 = x/36

x = (4* 36)/ 3

x = 48

Therefore, Jims owns 48 model cars.

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Answer:

1. 15

2. 15

3. 13

4. 11

5. 14

6. 11

7. 18

8. 19

9. 18

10. 14

Step-by-step explanation:

The slope of the linear equation that passes through the two given points is 1/7.

A general linear equation can be written in the slope-intercept form as:

y = a*x + b

Where the coefficients are:

a: the slope.

b: the y-intercept.

If a line passes through two known points (x₁, y₁) and (x₂, y₂), then the slope is equal to:

a = (y₂ - y₁)/(x₂ - x₁)

In this case, we know that the line passes through (-10, -9) and (-3, -8), then the slope of this linear equation will be:

a = (-8 + 9)/(-3 + 10) = 1/7

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Answer:

1.  $76,000

2. $58,000 + $2,000 * t

Step-by-step explanation:

2. Now, you might be questioning why we are going with the second question first, but this will be useful as it sets up our equation to make the first question easier. So, we will start with Luke's base salary of $58,000. Then, we will add $2,000 for every year he works at the company. If he works for t years and gains $2,000 on his salary per year, our equation will look like this:

$58,000 + $2,000 * t

That is the equation.

1. Now, using our previous equation, $58,000 + $2,000 * t, we will substitute 9 in for t. We get:

$58,000 + $2,000 * 9

Then, we simplify, giving us:

$58,000 + $18,000 = $76,000

================================================

Explanation:

The x and y are placeholders for numbers.

Think of them as boxes so to speak, and we fill each box with a number.

In this case we will plug in x = 6 and y = 2.

The steps are shown below.

[tex]\frac{3\text{x}+4}{\text{y}}\\\\\frac{3*6+4}{2}\\\\\frac{18+4}{2}\\\\\frac{22}{2}\\\\11\\\\[/tex]

The final answer is choice B

-----------

This means,

[tex]\frac{3\text{x}+4}{\text{y}} = 11 \ \text{when} \ \text{x} = 6 \ \text{and y} = 2 \\\\[/tex]

Put another way

[tex](\text{x},\text{y}) = (6,2) \ \text{ is a solution to } \frac{3\text{x}+4}{\text{y}} = 11[/tex]

In a visual sense, the point (6,2) is on the equation of [tex]\frac{3\text{x}+4}{\text{y}} = 11[/tex]

Answer:

85+7.5v=160

7.5v=160-85

7.5v=75

V=75/7.5

V=10

Ryan would need to take 10 visits to get a free ticket.

The total profit P in terms of x can be expressed as

P(x) =  (a - c) (a/(x-c) + b(95-x))

The selling price that will maximize profit is the positive constant, a in dollars.

To find the selling price that will bring a maximum profit, we need to find the derivative of the profit function P(x) and set it equal to 0.

The profit function P(x) is given by P(x) = nx - nc,

where n is the number of backpacks sold and c is the cost to manufacture and distribute each backpack.

Substituting the given expression for n into the profit function gives:

P(x) = (a/(x-c) + b(95-x))x - c(a/(x-c) + b(95-x))

P(x) = (a - c) (a/(x-c) + b(95-x))

To find the selling price that will maximize profit, we need to find the critical points of P(x) by taking the derivative of P(x) with respect to x and setting it equal to 0:

P'(x) = (a - c) (-a/(x - c)² - b) = 0

Thus P'(x) = 0 at c = a or (x - c)² = -a/ b

a and b are positive constants, so -a/ b is negative but (x - c)² is never negative, so it is not a possible solution.

So only solution is c = a, that is for maximum profit selling price, c should be equal to the positive constant, a.

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The required maximum volume of the box is 2ft³.

Volume is a measurement of how much space an object takes up.

We can calculate the amount of something needed to fill it, like water for a bottle, tank, or aquarium.

Amount of space that stuff takes up - that's what we mean when we talk about volume.

Stuff is anything that has mass and takes up room.

When scientists are measuring volume, they usually use cubic meters.

So, calculate as:

V=x·y²

2x+y=3

y=3-2x

V = x·(3-2x)² = x·(9-12x+4x²) = 9x - 12x²+4x

V ` = 9-24x+12x² = 3(4x²-8x+3) = 3(4x²-6x-2x+3)

= 3[2x(2x-3)-(2x-3)] = 3(2x-3)(2x-1)

When the most amount is present: V ` = 0

Then,

2x-3 = 0  

2x = 3              

x = 1.5 (That's wrong, 'cause y = 0.)

or: 2x-1 = 0

2x = 1

x = 0.5,  y = 3 - 2 · 0.5 = 3 - 1 = 2

V max = 0.5 · 2² = 0.5 · 4 = 2 ft³

Therefore, the required maximum volume of the box is 2ft³.

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One final test that lasts three hours is given in addition to four-hour exams that are given by the teacher. The student's last grade is an 83.29.

The final exam result was an 80, which counts as 31 hour examinations if the exam scores range from 60 to 81, which totals to 97,87. In order to accomplish this, we must multiply three eighty by 62, 81, 97, and 87, which equals a 31-hour exam.

The whole time for the final exam, which is 31 hours, will be added up and divided by 7, giving us an average final grade for the student of 81.To reduce the number's number of significant digits in order to approximate it. Rounding down from 15.4 to 15.5, from 15.51 to 15.5 or 16, from 0.499 to 0, and from 970,000 to 1 million.

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Answer: To estimate the tip, you can first round the bill to the nearest ten dollars. In this case, $706.03 rounded to the nearest ten dollars is $710.

Next, you can calculate the tip by multiplying the rounded bill amount by the tip percentage, 15% in this case.

15% of $710 is 15/100 * 710 = 106.50

So the amount of the tip is approximately 106.50

It's worth mentioning that this method of approximation is not always precise, but it can be a quick and easy way to calculate an estimate when you don't need a very precise answer.

Step-by-step explanation:

Answer: No, 3x-2 and 3x^2 are not reciprocals.

Step-by-step explanation: The reciprocal of a number is defined as the multiplicative inverse of that number, which means that when a number is multiplied by its reciprocal, the result is 1. For example, the reciprocal of 2 is 1/2, because 2 * (1/2) = 1.

In contrast, 3x-2 and 3x^2 are not numbers, they are expressions that contain variables. It is not possible to determine their reciprocals without knowing the values of the variables.

For example, if x=1, then the reciprocal of 3x-2 would be (1/3)/(1-2) = -1/3, and the reciprocal of 3x^2 would be (1/3)/(1^2) = 1/3. However, if x=2, then the reciprocal of 3x-2 would be (1/3)/(2-2) = undefined, and the reciprocal of 3x^2 would be (1/3)/(2^2) = 1/12.

So it is not accurate to say that 3x-2 and 3x^2 are reciprocals.

No

The only thing stopping these from being reciprocals is the -2. Say x becomes 3

First we get 3(9)-2.

Next, we'd get 3(3)(2)

The potential instances of sample distribution are options C and E.

Option E. Average male height based on samples of size 30.

Option C. Mean trout lengths based on samples of size 5.

The sampling distribution of the mean is the distribution of the variable x (all feasible sample means of size n) for a variable x and a given sample size n.

The mean is the most typical kind of sample distribution. Plotting the data points and computing the means of each sample group drawn from the population are its main goals.

This idea, which is a form of the probability distribution, is frequently used to gather precise data from a sizable population that is divided into a number of randomly chosen samples. This idea is further divided into three categories: T-Sampling, proportional sampling, and the sampling distribution of the mean.

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The correct questions should be like this:

Which of the following are possible examples of sampling distributions? (Select all that apply.) average SAT score of a sample of high school students

all mean trout lengths in a sampled lake

mean trout lengths based on samples of size 5

heights of college students at a sampled university

average male height based on samples of size 30

well, let's take a looksie, hmm the sector is really a sector with a central angle of 90°, wait a second!! a circle has a total of 360°, so 90°+90°+90°+90° = 360°, so 90°is really just one quarter that of a circle.

Now, if we just get the whole area of the circle, then grab only one quarter of that, we'll be set, yeahhhh!!

[tex]\textit{area of a circle}\\\\ A=\pi r^2 ~~ \begin{cases} r=radius\\[-0.5em] \hrulefill\\ r=9 \end{cases}\implies A=\pi (9)^2 \\\\\\ \stackrel{\textit{one quarter of that}}{\cfrac{1}{4}\cdot \pi (9)^2}\implies \cfrac{81\pi }{4}\implies \cfrac{81(3.14)}{4} ~~ \approx ~~ \text{\LARGE 63.6}[/tex]

Answer:

is not 37.5

it's 25

Step-by-step explanation:

25+25+15+115=180

50+130=180

180=180

Answer:

25°

Step-by-step explanation:

25 + x + 15 = 3x – 10 ( Sum of two opposite interior angles is equal to the exterior angle)

40 + x = 3x - 10

40 + 10 = 3x - x

50 = 2x

[tex]x = \frac{50}{2} [/tex]

x = 25°

The radius of convergence R = 1/b

The radius of convergence for a power series is given by the formula:

1/R = lim sup |bn|^(1/n)

In this case, the radius of convergence is given by:

1/R = lim sup |bn|^(1/n) = lim sup b^(1/n) = b^(1/n) as b > 0.

So R = 1/b

As for the interval of convergence, it is the set of values of x for which the series converges. The series converges when |x-a| < R, and diverges when |x-a| > R. So the interval of convergence is (a-R, a+R) which is (a-1/b, a+1/b)

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Answer:

16a^4

Step-by-step explanation:

Answer:

16a^4

Step-by-step explanation:

The expression (2a)^4 can be written in exponential form as 2^4 * a^4. Using the laws of exponents, we can simplify this to:

2^4 = 2 * 2 * 2 * 2 = 16

a^4 = a * a * a * a

So, (2a)^4 = 16a^4

7x and 7x2 are NOT like terms.

Terms with identical variables (like x or y) and any exponents (like the 2 in x2). Similar phrases can be combined. Similar or like terms are those that only differ in numerical coefficient but have the same literal coefficients raised to the same powers. Related terms are those that have the same exponent applied to similar variables. Dissimilar or unlike terms are those that do not have the same literal coefficients raised to the same powers. Only the numerical coefficients can change in terms similar to those of algebra.

However, because to the various exponents, 7x and 7x2 are NOT similar expressions.

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Answer:

Don't join the points with lines

Make the numbers on the vertical axis larger

Label the axes

Step-by-step explanation:

Make all the points different colours → I don't think that would be useful. Unless the teacher asked you to in class, it's probably not a good answer.

Put the title on the bottom → Same. Unless the teacher asked you to in class, it's not really useful and probably not a good answer.

Don't join the points with lines → Teachers ask indeed not to do this, so I think it's a good answer. Most of the time they prefer students to use curves (hope it's the good translation).

Make the numbers on the vertical axis larger → Since both axes represent notes, it would be easier to compare with the same scale. If that's what the teacher meant, then I think it's correct.

Label the axes → This one is interesting, because right now we don't what they represent at all.

Hope it helps, good luck for your exercices :)

Step-by-step explanation:

continuation of the previous answer:

now, for the final step angie should use the change of base formula in order to make the logarithmic expression simpler to analyze.

[tex]x = \frac{ log(6) }{ log(23) } [/tex]

after applying this formula Angie has successfully solved her exponential equation.

Answer:

Angie should use the change of base formula to make this equation faster. Which would be x= log(6)/log(23). Then, after using this formula and just plugging it into your calculator, Angie should have successfully answered her question. 

Step-by-step explanation:

I took the exam