Gracie's statement is not necessarily correct about the tens digit in a dividend is less than the divisor and the divisor has one digit. Gracie says the quotient must have a 0 in the tens place.
What is dividend?
In mathematics, a dividend is the number that is being divided in a division problem. For example, in the division problem 18 ÷ 3 = 6, 18 is the dividend.
Gracie's statement is not necessarily correct. Let's look at a couple of examples to see why.
Example 1:
Dividend = 25
Divisor = 4
In this case, the tens digit of the dividend (2) is less than the divisor (4). The quotient is 6 with a remainder of 1. There is no 0 in the quotient, so Gracie's statement is incorrect.
Example 2:
Dividend = 35
Divisor = 4
In this case, the tens digit of the dividend (3) is also less than the divisor (4). The quotient is 8 with a remainder of 3. Again, there is no 0 in the quotient, so Gracie's statement is still incorrect.
From these examples, we can see that Gracie's statement is not always true. It is possible for the tens digit of the dividend to be less than the divisor, and for the quotient to not have a 0 in the tens place.
The only time Gracie's statement would be true is if the remainder is 0 after dividing the dividend by the divisor. In that case, the quotient would indeed have a 0 in the tens place. However, this is not always the case.
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Round this number to the
nearest tenth.
5.460
Answer:5.5
Step-by-step explanation:
5.46
You rounded to the nearest tenths place. The 4 in the tenths place rounds up to 5 because the digit to the right in the hundredths place is 6.
5.5
When the digit to the right is 5 or greater we round away from 0.
5.46 was rounded up and away from zero to 5.5
Answer:
Step-by-step explanation:
We know that the tenth of a decimal number is the first number after the decimal. In this case the tenth in 5.460 is the 4. 0.46 is all we need to round the number. Since 6 is greater than 5, 4 will round up. Hence the answer is 5.5.
What is the mode of Region A?
The mode for the region A is 2.6.
What exactly is mode?
In statistics, the mode is the value that has highest frequency in a data set. It is one of the three measures of central tendency, along with the mean and median.
To find the mode of a data set, you simply identify the value that appears most often. If no value is repeated, the data set has no mode.
The mode is particularly useful when dealing with categorical data or data that can be easily grouped into categories, such as colors, types of fruit, or letter grades. In such cases, the mode can provide insight into which category is most common or prevalent.
Now,
As given Values for Region A are
2.3 2.5 2.6 2.6 2.6 2.7 2.7 2.8
Here 2.6 comes most times or frequency of 2.6 is highest of all.
Hence,
The mode for the region A is 2.6.
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Samir and Kylie are making fruit salads for a picnic. Samir mixes 1 cup of melon and 3 cups of apple and Kylie mixes 2 cups of melon and 9 cups of apple. Use Samir and Kylie’s percent of melon to determine whose fruit salad will taste more melony.
Answer:
Step-by-step explanation:
Samir total cups = 1 + 3 = 4
% melon = 1/4 x 100 = 25%
Kylie total cups = 2 + 9 = 11
% melon = 2/11 x 100 = 18%
Samir's is more melony. 25% > 18%
Find the value of each variable.
Answer:
x = 63 , y = 90
Step-by-step explanation:
assuming DF is the diameter of the semicircle , then
∠ DEF = y = 90° ( angle inh a semicircle )
then
x + y + 27° = 180° ( angle sum of a triangle )
x + 90 + 27 = 180
x + 117 = 180 ( subtract 117 from both sides )
x = 63
1/4 x5/3 as a fraction
The product of the fraction 1/4 x5/3 is 4/12
What are fractions?Fractions are defined as the part of a whole number, variable or element.
The different types of fractions in mathematics are;
Simple fractions.Proper fractions.Improper fractions.Complex fractions.Mixed fractions.Examples of simple fraction; 1/4, 2/3
Examples of improper fractions; 3/2. 4/3
Examples of proper fractions; 1/2, 2/3
From the information given, we have that;
1/4 x5/3
To determine the product, we need to multiply the numerator, then multiply the denominator
5/12
We can no longer divide the values as there is no common divisor.
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How can you make your topic relevant (culturally, socially, personally) for the audience? Consequently, what can the audience learn from your presentation? 100 word count please
1. Making a topic relevant to an audience can involve finding ways to connect the subject matter to their cultural, social, or personal experiences.
2. The audience can learn a great deal from a well-crafted presentation that effectively conveys important information and insights.
How can we make a topic relevant for the audience?For example, if the topic is about climate change, one might discuss how it affects their local community or how it relates to their personal lifestyle choices. Similarly, if the topic is about a historical event, one might highlight its relevance to current social issues or draw connections to cultural traditions and values.
What can the audience learn from your presentation?For instance, they may gain a deeper understanding of a particular issue or topic, or learn about new ideas and perspectives. A good presentation can also inspire the audience to take action or make changes in their own lives.
In order to achieve these outcomes, it is important for the presenter to communicate clearly and engagingly, and to connect the topic to the interests and concerns of the audience. By doing so, the presentation can be a valuable learning experience for everyone involved.
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why is ÷ by five a step, there did this 5 come from if its not in the inequality?
Answer:
You divide by five because it's the common factor of 5 and 15 in the 4th line of work and the goal is to solve for x. The only way to get x alone in the inequality 5x>15 is to divide each side by 5. This would give you x and 3, hence the answer: x > 3
[tex]\frac{5x}{5} =x\\\\\frac{15}{5} =3[/tex]
A home has a rectangular kitchen. If listed as ordered pairs, the corners of the kitchen are (11, 5), (−6, 5), (11, −2), and (−6, −2). What is the area of the kitchen in square feet?
119 ft2
49 ft2
48 ft2
15 ft2
Answer:
First, we need to find the length and width of the rectangle. The length is the distance between the points (11, 5) and (-6, 5), which is 11 - (-6) = 17 feet. The width is the distance between the points (11, 5) and (11, -2), which is 5 - (-2) = 7 feet.
The area of the rectangle is the product of the length and width, so A = 17 * 7 = 119 square feet.
Therefore, the answer is 119 ft2.
Bria is a customer who would like to display her collection of soap carvings on top of her bookcase. The collection needs an area of 300 square inches. What should b equal for the top of the bookcase to have the correct area? Round your answer to the nearest tenth of an inch.
(1 point) help me pls D;
please D:
b equal for the top of the bookcase to have the correct area= 5 cm2
What is surface area?A solid object's surface area is a measurement of the total area that the surface of the object takes up.
The definition of arc length for one-dimensional curves and the definition of surface area for polyhedra (i.e., objects with flat polygonal faces), where the surface area is the sum of the areas of its faces, are both much simpler mathematical concepts than the definition of surface area when there are curved surfaces.
A smooth surface's surface area is determined using its representation as a parametric surface, such as a sphere.
This definition of surface area uses partial derivatives and double integration and is based on techniques used in infinitesimal calculus.
Henri Lebesgue and Hermann Minkowski at the turn of the century sought a general definition of surface area.
L × b = 300
b = 300 / L
b = 300 / 60 = 5
Hence, b equal for the top of the bookcase to have the correct area= 5 cm2.
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x^2+y^2-10x-18y+5 write in standard form
The expressiοn in standard fοrm is: [tex](x - 5)^2 + (y - 9)^2 = 101[/tex]
What is an Equatiοns?Equatiοns are mathematical statements with twο algebraic expressiοns οn either side οf an equals (=) sign. It illustrates the equality between the expressiοns written οn the left and right sides.
Tο determine the value οf a variable representing an unknοwn quantity, equatiοns can be sοlved. A statement is nοt an equatiοn if there is nο "equal tο" symbοl in it. It will be regarded as an expressiοn.
Starting with the x terms:
[tex]x^2 - 10x[/tex]
Tο cοmplete the square, we need tο add and subtract [tex](10/2)^2 = 25:x^2 - 10x + 25 - 25[/tex]
Again, we need tο add and subtract [tex](18/2)^2 = 81:[/tex]
[tex]y^2 - 18y + 81 - 81[/tex]
This is nοw a perfect square:
[tex](y - 9)^2 - 81[/tex]
Therefοre, the expressiοn in standard fοrm is: [tex](x - 5)^2 + (y - 9)^2 = 101[/tex]
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( 1 5/2),(-1/2,-1/4) slope
Answer:
[tex]\text{Slope} \; m = \dfrac{11}{6}[/tex]
Step-by-step explanation:
[tex]m = \dfrac{rise}{run} = \dfrac{\Delta y}{\Delta x}[/tex]
[tex]m = \dfrac{y_2 - y_1}{x_2 - x_1}[/tex]
[tex]m = \dfrac{-1/4 - 5/2}{-1/2 - 1}[/tex]
[tex]m = \dfrac{\dfrac{-11}{4}}{\dfrac{-3}{2}}[/tex]
[tex]m = \dfrac{-11}{4} \times \dfrac{2}{-3}[/tex]
[tex]m = \dfrac{-22}{-12}[/tex]
[tex]m = \dfrac{11}{6}[/tex]
True or false a triangle with no congruent sides is a scalene triangle
Answer:
true
Step-by-step explanation:
bcoz in iso triangle 2 sides are equal
and in equilateral all sides are equal
CAN SOMEONE HELP WITH THIS QUESTION?
The answer of the given question based on the logarithmic differentiation to solve with the respect to x the answer is the derivative of y = (6 + 6x)ˣ with respect to x is:
dy/dx = (6 + 6x)ˣ * [ln(6 + 6x) + x/(1 + x)].
What is Derivative?In calculus, derivative of function represents rate at which function is changing with respect to its input variable. It is fundamental concept in calculus and is used to study many physical, economic, and scientific phenomena.
To find the derivative of y = (6 + 6x)ˣ using logarithmic differentiation, we take the natural logarithm of both sides of the equation and then differentiate implicitly with respect to x.
Taking the natural logarithm of both sides of the equation gives:
ln(y) = x ln(6 + 6x)
we differentiate both sides of the equation with respect to x, using the chain rule on the right-hand side:
1/y * dy/dx = ln(6 + 6x) + x * 1/(6 + 6x) * 6
Simplifying the right-hand side gives:
1/y * dy/dx = ln(6 + 6x) + x/(1 + x)
Multiplying both sides by y gives:
dy/dx = y * [ln(6 + 6x) + x/(1 + x)]
Substituting y = (6 + 6x)ˣ gives:
dy/dx = (6 + 6x)ˣ * [ln(6 + 6x) + x/(1 + x)]
Therefore, the derivative of y = (6 + 6x)ˣ with respect to x is:
dy/dx = (6 + 6x)ˣ * [ln(6 + 6x) + x/(1 + x)]
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Carlos reads 1/2 hour every night. how many hours will he read in 11 nights?
Answer: 5 1/2 hours
Step-by-step explanation:
for every 2 nights he reads he will gain an hour of time so the easiest way to solve is to divide 11 by 2 for an answer of 5.5 or 5 1/2 hours.
If the unit rate is 1/2 hours per night,
Carlos will read for 5.5 hours in 11 nights.
We have,
If Carlos reads for 1/2 hour every night,
This is the unit rate.
Now,
In 11 nights he will read for:
(1/2) x 11 = 11/2
= 5.5 hours
Therefore,
Carlos will read for 5.5 hours in 11 nights.
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Solve for x for number 6. Find the length indicated for number 8. Find TU
Step-by-step explanation:
hope this will help you
Geneva wants to save $12,000 to buy a new car. She just received an $8,000 bonus and plans to invest it in an account earning 7% Annual simple interest. How long will she need to leave her money in the account to accumulate the $12,000 she needs?
Answer:
7.14 years
Step-by-step explanation:
We can use the formula for simple interest to solve this problem:
Simple Interest = Principal x Rate x Time
where the principal is the initial investment, the rate is the annual interest rate, and the time is the number of years.
We know that Geneva wants to save $12,000, and she already has $8,000 from her bonus, so she needs to earn an additional $4,000 in interest. We can use this amount as the principal in the formula.
Simple Interest = $4,000
Principal = $8,000
Rate = 0.07 (7% expressed as a decimal)
Plugging in the values, we get:
$4,000 = $8,000 x 0.07 x Time
Simplifying, we get:
Time = $4,000 / ($8,000 x 0.07)
Time = 7.14 years (rounded to the nearest hundredth)
Therefore, Geneva will need to leave her money in the account for approximately 7.14 years to accumulate the $12,000 she needs
(HELP PLEASE)A school track is pictured
below. The straightaway on
each side measures/100 yards.
The curves are semicircles with
diameter 36 yards. What is the
distance, in yards, around the
entire track? Use the button
on your calculator and express
your answer to the nearest
hundredth.
Around [tex]312.57[/tex] yards are required to complete a full lap of the circuit.
What's the easiest way to define distance?The entire movement of an item, independent of direction, is called distance. Regardless of an object's beginning or finishing position, distance may be defined as the amount of ground it has travelled.
Describe a distance example.As a result, distance is indeed a scalar quantity. The whole path an item has taken can be used to define the distance from it. Think about it this way. If a car drives 5 km east, then turns to head north for 8 km, the final distance driven by the automobile must be 13 km.
The circumference of a semicircle with diameter d is [tex](pi/2)d[/tex]. Therefore, the length of each semicircular section is [tex](pi/2) * 36 = 18pi[/tex].
The total distance around the track is the sum of the lengths of the two straight sections and the two semicircular sections.
Distance around track [tex]= 2(100 yards) + 2(18pi yards)[/tex]
[tex]= 200 yards + 36pi yards[/tex]
[tex]= 312.57 yards[/tex] (rounded to two decimal places)
Therefore, the distance around the entire track is approximately [tex]312.57[/tex]yards.
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Tim and Al are brick makers. T can make an outdoor grill in ll day. If Al helps they can do it in 3 days. How long would it take Al to build the grill alone?
Answer:
It would take Al 7.5 days to build the grill alone.
Step-by-step explanation: Since Tim and Al are bricklayers, and Tim can construct an outdoor grill in 5 days, and if Al helps Tim, they can build it in only 3 days, to determine how long would it take Al to build the grill alone should be done the following calculation:
1/5 + X = 1/3
0.20 + X = 0.333
X = 0.333 - 0.20
X = 0.1333333
X = 1 / 7.5
Therefore it would take Al 7.5 days to build the grill alone.
part e Theresa’s computer at home has 1 terabyte of storage. How many more bits of storage does her computer have than the combined bits available on her family’s phones, tablets, and cloud storage? Type your answer in scientific notation.
Answer:
Step-by-step explanation:
We need to convert the 1 terabyte into bits, which is:
1 terabyte = 1,000 gigabytes (GB) x 1,000 megabytes (MB) x 1,000 kilobytes (KB) x 1,000 bytes (B) x 8 bits (b)
1 terabyte = 1,000,000,000,000 bytes x 8 bits
1 terabyte = 8,000,000,000,000 bits
Let's assume the total storage of all the family's phones, tablets, and cloud storage is x bits. Then, the number of more bits of storage Theresa's computer has is:
8,000,000,000,000 bits - x bits
We are not given the value of x, so we cannot calculate the exact difference.
However, we can still express the answer in scientific notation by noting that:
8,000,000,000,000 = 8 x 10^12
So, the difference in bits of storage can be written as:
(8 x 10^12) - x bits
Find the sum. -
3/4 + 1/2 =
Answer:
Is the problem -3/4 + 1/2 or 3/4 + 1/2?
I'll just do both then.
-3/4 + 1/2 = -1/4
3/4 + 1/2 = 5/4 or 1 1/4
Step-by-step explanation:
You're welcome.
Answer:
[tex] \frac{3}{4 } + \frac{1}{2} [/tex]
take lcm of denominators i.e. 4and 2
so, the lcm of 4 and 2 is 4.
[tex] \frac{3}{4} + \frac{2}{4} [/tex]
[tex] \frac{3 + 2}{4} [/tex]
[tex] \frac{5}{4} [/tex]
Step-by-step explanation:
hope this will be helpful:)
Regines father is given a yearly increase in salary of 15%. How much is he receiving now if he's salary 2 years ago was 25250
Regine's father is currently receiving a salary of 29037.50.
What is percentage increase?A percentage increase in mathematics is the proportion by which a quantity or value has grown in comparison to its initial value. It is computed by subtracting the original value from the new value, multiplying the result by 100, and then subtracting the difference between the two values. The percentage increase formula is:
(new value - original value) / 100% of the original value is the percentage increase.
The yearly increase is 15%, thus:
salary increase = 25250 x 0.15 = 3787.50
The current salary is:
current salary = salary from two years ago + salary increase
current salary = 25250 + 3787.50
current salary = 29037.50
Hence, Regine's father is currently receiving a salary of 29037.50.
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Hey guys I need help with this last one
Area of shaded region of the cuboid is 15cm², based on the given volume.
What is a cuboid?A cuboid is a solid form or a three-dimensional shape in geometry. A cuboid is a convex polyhedron that has six rectangular sides, eight vertices, and twelve edges. Another name for a cuboid is a rectangle prism. A cube is a cuboid with six square sides. A rectangular cube is a real-world illustration of a cuboid.
What is Volume?Each object in three dimensions takes up some room. The volume of this area is what is being evaluated. The area occupied within an object's boundaries in three dimensions is referred to as its volume. It is also referred to as the object's potential.
Finding an object's volume can help us calculate the quantity needed to fill it, such as the volume of water needed to fill a container, aquarium, or water tank.
Given volume of cuboid=75cm³
volume of cuboid is given by = lbh=75
where
l-length
b=breadth
h=height
h= 5cm
lbh=75
lb(5)=75
lb=75/5=15
we know that area of shaded region is given by l×b.
therefore the area=lb=15cm²
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PLEASE HELP FAST!
QUESTION: Click an item in the list or group of pictures at the bottom of the problem and, holding the button down, drag it into the correct position in the answer box. Release your mouse button when the item is place. If you change your mind, drag the item to the trashcan. Click the trashcan to clear all your answers.
Complete the proof
We can now prove that ∆GFE≈∆GCD by using the Transitive Property of Equality and Substitution. Since GF=EF and GC=DC, then ∆GFE≈∆GCD.
What is Transitive Property of Equality?The transitive property of equality states that if two numbers are equal to the same number, then they are equal to each other. This property is written mathematically as a = b and b = c, then a = c. This property is based on the idea of transitivity, which is the concept that if a thing is true of a first element, and the same thing is true of a second element, then it must be true of the combination of the two elements.
We will use the Transitive Property of Equality and Substitution to prove that ∆GFE≈∆GCD.
Step 1: Transitive Property of Equality
GF/GC=GE/GD (Given)
GE/GD=EF/DC (Given)
GF/GC=EF/DC
Step 2: Substitution
GF=1/2GC (Given)
GE=1/2GD (Given)
EF=1/2DC (Given)
GF=EF (Substituting the given values)
GC=DC (Substituting the given values)
Step 3: Prove
We can now prove that ∆GFE≈∆GCD by using the Transitive Property of Equality and Substitution.
Since GF=EF and GC=DC, then ∆GFE≈∆GCD.
Therefore, ∆GFE≈∆GCD is true.
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Glados has a savings account with $700 in it that earns 7.9% simple interest per year. How much money, to the nearest penny, will Glados have in 5 years?
Answer:
To calculate the amount of money Glados will have in 5 years with simple interest, we can use the formula:
A = P(1 + rt)
where A is the final amount, P is the principal (initial amount), r is the annual interest rate as a decimal, and t is the time in years.
In this case, P = $700, r = 0.079 (since 7.9% is 0.079 as a decimal), and t = 5 years. Substituting these values into the formula, we get:
A = 700(1 + 0.079 x 5)
A = 700(1 + 0.395)
A = 700(1.395)
A = $976.50
Therefore, Glados will have $976.50 in 5 years, to the nearest penny.
Tiger Global Management had R6 500 000 in sales last year. The company’s total comprehensive income was R217 000, its total assets turnover was 1,04, and the company’s return on equity (ROE) was 14%. The company is financed entirely with debt and common equity. What is the company’s debt ratio?
Answer:
Step-by-step explanation:
To calculate the company's debt ratio, we need to know its total liabilities and total assets. We can use the total assets turnover ratio to calculate the company's total assets:
Total assets turnover = Sales / Total Assets
1.04 = R6,500,000 / Total Assets
Total Assets = R6,500,000 / 1.04 = R6,250,000
Since the company is financed entirely with debt and common equity, its total liabilities are equal to its total debt. We can use the return on equity (ROE) formula to calculate the company's total equity:
ROE = Net Income / Total Equity
0.14 = R217,000 / Total Equity
Total Equity = R217,000 / 0.14 = R1,550,000
Now, we can calculate the company's debt ratio:
Debt Ratio = Total Debt / Total Assets
Debt Ratio = (Total Assets - Total Equity) / Total Assets
Debt Ratio = (R6,250,000 - R1,550,000) / R6,250,000
Debt Ratio = R4,700,000 / R6,250,000
Debt Ratio = 0.752 or 75.2%
Therefore, the company's debt ratio is 75.2%.
What is the meaning of "concatenation is associative"?
The term "concatenation is associative" means that if we concatenating sequences or strings, the order in which it is performed does not matter.
What is the meaning of "concatenation is associative"?Basically, in mathematics, concatenation is the operation of joining two or more sequences or strings together. The meaning of "concatenation is associative" is that when concatenating three or more sequences or strings, the order in which the concatenation is performed does not matter.
This means that we can group the concatenation of any number of sequences or strings in any way we like, and the result will always be the same.
For example, given three strings A, B, and C, the following expressions would give the same result:
(A + B) + C
A + (B + C)
All these is because the order of concatenation does not affect the final outcome. The property of associativity is important in many areas of mathematics and computer science, such as algebra, programming, and database design.
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Find the area of one stretcher course of 18 concrete blocks if the blocks are 6 3/8 in long and 4 in high, and if the mortar joints are 1/8 in thick. (Hint: 18 blocks require 17 mortar joints.)
The area of one stretcher course of 18 concrete blocks is 467 1/2 square inches.
What is Area of stretcher course ?
To find the area of a stretcher course, you need to know the dimensions of the bricks or blocks, the number of bricks or blocks in the course, and the thickness of the mortar joints between them. The formula for the area of a stretcher course is:
Area of stretcher course = (Number of bricks or blocks) x (Length + Width) x Height
where Length is the length of each brick or block, Width is the width of each brick or block, and Height is the height of each brick or block.
According to the question :
To find the area of one stretcher course of 18 concrete blocks, we first need to calculate the total length and height of the course, taking into account the thickness of the mortar joints.
Length of the course = 18 blocks x 6 3/8 inches per block = 114 3/4 inches
Total width of the course = 17 mortar joints x 1/8 inch per joint = 2 1/8 inches
Height of the course = 4 inches
To calculate the area of the stretcher course, we need to multiply the length, width, and height of the course:
Area of stretcher course = Length x Width x Height
Area of stretcher course = (114 3/4 + 2 1/8) x 4
Area of stretcher course = (116 7/8) x 4
Area of stretcher course = 467 1/2 square inches
Therefore, the area of one stretcher course of 18 concrete blocks is 467 1/2 square inches.
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Can someone help please
let's bear in mind that complex roots never come alone, their conjugate sister is always with her, so if we have the complex root of "i" or namely "0 + i", her conjugate is also coming along, or "0 - i", so we really have four roots, so
[tex]\begin{cases} x = 0+i &\implies x -i=0\\ x = 0-i &\implies x +i=0\\ x = \sqrt{2} &\implies x -\sqrt{2}=0\\ x = 3 &\implies x -3=0\\ \end{cases} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{original~polynomial}{a ( x -i )( x +i )( x -\sqrt{2} )( x -3 ) = \stackrel{0}{y}}\hspace{5em}\stackrel{\textit{we are assuming that}}{a=1} \\\\\\ 1( x -i )( x +i )( x -\sqrt{2} )( x -3 ) = y\implies ( x -i )( x +i )( x -\sqrt{2} )( x -3 ) = y \\\\[-0.35em] ~\dotfill[/tex]
[tex]\stackrel{ \textit{difference of squares} }{( x -i )( x +i )}\implies x^2 - i^2\implies x^2-(-1)\implies x^2+1 \\\\[-0.35em] ~\dotfill\\\\ (x^2+1)( x -\sqrt{2} )( x -3 )\implies (x^2+1)(x^2-3x-x\sqrt{2}+3\sqrt{2}) \\\\\\ (x^2+1)[x^2-x(3+\sqrt{2})+3\sqrt{2}] \\\\\\ x^4-x^3(3+\sqrt{2})+3x^2\sqrt{2}+x^2-x(3+\sqrt{2})+3\sqrt{2} \\\\\\ \boxed{x^4-x^3(3+\sqrt{2})+x^2(3\sqrt{2}+1)-x(3+\sqrt{2})+3\sqrt{2}~~ = ~~y}[/tex]
The Yellowstone National Park sits at an elevation of 8,000 to 11,000 feet above sea level. During the month of June, the temperature at 8,000 feet above sea level was recorded as 650 Fahrenheit, and, at a distance of 10,500 feet feet above sea level, the temperature was recorded as 15⁰ Fahrenheit. For every additional 100 feet above sea level, the temperature decreases by tº Fahrenheit, where t is a constant. What is the value of t?
Answer:
Step-by-step explanation:
To find the value of t, we can use the information given about the temperature at two different elevations and use the formula for a linear equation.
Let's assume that the temperature decreases by tº Fahrenheit for every additional 100 feet above sea level, where t is the constant we want to find.
Then, using the two points given:
- (8000, 65) where 65 is the temperature in Fahrenheit at 8000 feet above sea level
- (10,500, 15) where 15 is the temperature in Fahrenheit at 10,500 feet above sea level.
We can calculate the slope of the line connecting these two points:
slope = (15 - 65) / (10,500 - 8,000) = -25
The slope of the line represents the amount that the temperature decreases per unit increase in elevation. In this case, we've found that the temperature decreases by 25 Fahrenheit for each increase in elevation of 1000 feet.
To find the value of t, we need to express the slope in terms of the decrease in temperature per 100 feet of elevation. We can do this by dividing the slope by 10:
t = slope / 10 = -2.5
Therefore, the value of t is -2.5.
Please help i need the answers to this statistic questions, i am very lost.. #10
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There is not enough evidence to support the analyst's claim that the stocks lost value from one hour to the next on that business day.
How to explain the hypothesisThe null hypothesis is that there is no significant difference between the two sets of prices, while the alternative hypothesis is that there is a significant difference.
Using a t-test calculator, we can find the t-value and p-value:
t-value = -0.322
p-value = 0.757
At a significance level of 0.01, the critical t-value with 6 degrees of freedom is ±3.707. Since the calculated t-value of -0.322 is within this range, we fail to reject the null hypothesis.
Therefore, there is not enough evidence to support the analyst's claim that the stocks lost value from one hour to the next on that business day.
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