i need answer please​

Answer:

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

Let the mother's present age is m and son's present age is s.

3 years later

3 years ago

Answer:

d

Step-by-step explanation:

Answer: The answer is B.) The experimental probability of landing on red is 1/5.

Step-by-step explanation:

Have a great day

Answer:

B(x)=2(3)x

Notice with Amber's function

A(x)=3(4)x

The 3 represents the number of people she initially shared with.

And the 4 will represent the growth rate

So the amount of people who see her photo each day is increasing by a rate of 4.

Ben initially shared his photo with 2 people.

And the amount of people who have seen his photo increases by 3 times every day.

So for Ben we would have something like: B(x)=2(3)x

Also they get no rizz wit their stories they just be putting leauge of legends gameplay dont be like them please

Answer

24+8n-8

16 +8n

8+n

dy/dx for the given equation at the point (1,-9/17) is 145/136.

To find the derivative dy/dx at the point (1,-9/17), we can differentiate both sides of the equation with respect to x using the quotient rule. Let's begin by differentiating each term separately.

Differentiating y/(x+2y) with respect to x using the quotient rule:

(dy/dx)(x + 2y) - y(1 + 2(dy/dx)) = (d/dx)(x^8/8)

(dy/dx)(x + 2y) - y - 2y(dy/dx) = (8x^7)/8

(dy/dx)(x + 2y - 2y) = (\(8x^7 - y\))/8

(dy/dx)(x) = (\(8x^7 - y\))/8

Now, we can substitute the values x = 1 and y = -9/17 into the equation to find dy/dx at the point (1,-9/17):

(dy/dx)(1) = (8(\(1^7\)) - (-9/17))/8

(dy/dx)(1) = (8 - (-9/17))/8

(dy/dx)(1) = (136/17 + 9/17)/8

(dy/dx)(1) = (145/17)/8

(dy/dx)(1) = 145/136

Therefore, dy/dx at the point (1,-9/17) is equal to 145/136.

Complete Question:

For the equation given below, evaluate dy/dx at the point (1,-9/17)

y/(x+2y) = \(x^8/8\)

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The height of a cylinder with a 36-square-foot base and a 189-square-foot volume is 6.

The formula for the volume of a cylinder is given by V = \(\pi\)\(r^{2}\)h, where V is the volume, r is the radius of the base, and h is the height of the cylinder.

The area of the base of the cylinder is given by A = \(\pi\)\(r^{2}\), where A is the area of the base, r is the radius of the base.

We are given that the area of the base is 36, so we can write:

\(\pi\)\(r^{2}\)= 36

Solving for r, we get:

\(r^{2}\) = 36/\(\pi\)

r = \(\sqrt{36}/\pi\)

r ≈ 3.02

We are also given that the volume of the cylinder is 189, so we can write:

V = \(\pi\)\(r^{2}\)h = 189

\(\pi 3.02^{2} h\) = 189

h = 189 / \(\pi 3.02^{2}\)

h ≈ 6

Therefore, the height of the cylinder is approximately 6 units.

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The equation of the degree 6 polynomial with a root at 3, a double root at 2, and a triple root at -1, and y-intercept at y = 5 is given as follows:

y = -5/12(x - 3)(x - 2)²(x + 1)³.

The equation of the function is obtained considering the Factor Theorem, as a product of the linear factors of the function.

The zeros of the function, along with their multiplicities, are given as follows:

Then the linear factors of the function are given as follows:

The function is then defined as:

y = a(x - 3)(x - 2)²(x + 1)³.

In which a is the leading coefficient.

When x = 0, y = 5, due to the y-intercept, hence the leading coefficient a is obtained as follows:

5 = -12a

a = -5/12

Hence the polynomial is:

y = -5/12(x - 3)(x - 2)²(x + 1)³.

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The slope of the given line 2 / 3

Whenever the equation of a line is written in the form y = mx + b, it is called the slope-intercept form of the equation. The m is the slope of the line. And b is the b in the point that is the y-intercept (0, b). For example, for the equation y = 3x – 7, the slope is 3, and the y-intercept is (0, −7).

The given graph indicates that the two points are :

A( 3 , 0 ) and B (0 , -2 )

Thus the slope can be given by the formula mentioned below :

\(\frac{y_{2}- y_{1} }{x_{2}- x_{1} }\)

this means - 2 - 0/ 0 - 3

= - 2/ -3

2 / 3

Thus the slope of the given line 2 /3

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Answer:

2x² + x - 1 = 0

a= 2 b= 1 c= -1

x = [ -b +- sqr rt( b^2 -4ac) ] / 2*a

x = -1 +- sqr rt (1 - 4 *2*-1) / 4

x1 = [ -1 + (sqr rt (1 +8)) / 4

x1 = ( -1 + sqr rt (9)) / 4

x1 = (-1 + 3) / 4

x1 = .5

x2 = (-1 -3) / 4

x2 = -4 / 4

x2 = -1

And to check that answer: http://www.1728.org/quadratc.htm

Step-by-step explanation:

Answer:

1 over 2 is the slope :)

Step-by-step explanation:

Using expression (25/100) x 500, 125 students brought their lunch to school on Thursday.

What exactly are expressions?

In mathematics, an expression is a combination of numbers, variables, and operators, such as addition, subtraction, multiplication, and division, that represent a mathematical relationship or statement. Expressions can be simple, like 5 + 3, or complex, involving multiple variables and operations, such as (2x + 3y)/(x - y).

Now,

If 25% of students bring their lunch, then the number of students who brought their lunch on Thursday is:

25% of 500 = (25/100) x 500 = 125

Therefore,

               125 students brought their lunch to school on Thursday.

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Answer:

Step-by-step explanation:

125 is the answer yw

Answer:

$7

Step-by-step explanation:

The main difference between vulnerability scanning and penetration testing is a  vulnerability scan is an automated, high-level test that looks for and reports potential vulnerabilities. A penetration test is a detailed hands-on examination by a real person that tries to detect and exploit weaknesses in your system.

vulnerability scanning:

These scans are typically automated and give a beginning look at what could possibly be exploited.

High-quality vulnerability scans can search for over 50,000 vulnerabilities and are required as per PCI DSS, FFIEC, and GLBA mandates.

penetration testing:

A penetration test simulates a hacker attempting to get into a business system through hands-on research and the exploitation of vulnerabilities. Actual analysts, often called ethical hackers, search for vulnerabilities and then try to prove that they can be exploited. Using methods like password cracking, buffer overflow, and SQL injection, they attempt to compromise and extract data from a network in a non damaging way.

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The number of hamburgers sold on Friday was 442.

Let us form the linear equation to find the number of burgers;

Let the cheeseburger be represented by x.

Since there were 67 more cheeseburgers sold than hamburgers. This means that hamburgers will be:

The number of hamburgers = x + 67.

Since the local hamburger shop sold a combined total of 817 hamburgers and cheeseburgers. This will be:

x + x + 67 = 817

2x + 67= 817

2x = 817 - 67

2x = 750

x = 750 / 2

x = 375

So, 375 cheeseburgers were sold on Friday.

Therefore, the number of hamburgers sold will be:

= 817 - 375

= 442

Thus, the number of hamburgers sold on Friday was 442.

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Maria must cut an additional $70 from her expenses each month in order to save enough money to buy a new TV that costs $420 in 6 months. By allocating this additional amount towards her savings goal, she will be able to reach her target within the desired timeframe. It's important for Maria to review her budget and identify areas where she can reduce expenses in order to make room for the additional savings. This could involve cutting back on discretionary spending, finding ways to save on daily expenses, or exploring opportunities to increase her income.

Maria must cut an additional $70 from her expenses each month.

To determine how much additional money Maria must cut from her expenses each month to afford a new TV that costs $420 in 6 months, we divide the total cost by the number of months.

Additional money per month = Total cost / Number of months

Additional money per month = $420 / 6

Additional money per month = $70

With careful planning and commitment to her budget, Maria can achieve her goal of purchasing a new TV without compromising her financial stability.

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The null hypothesis to test for instruments' relevance is option D) H0:π2=0 or π3=0 or π4=0.In order to test the relevance of the instrument, the first stage equation's null hypothesis should be stated as: H0: π2 = 0 or π3 = 0 or π4 = 0.The relevance requirement will be fulfilled if we can refute the null hypothesis.

The null hypothesis will not be rejected if the F-statistic is less than 10.0. However, if the F-statistic is greater than 10.0, the null hypothesis will be rejected, indicating that the variables are relevant and that the instrument satisfies the relevance requirement.In summary, to test for instruments' relevance in TSLS, the null hypothesis of the first stage equation is stated as H0: π2 = 0 or π3 = 0 or π4 = 0.

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3) $1,899.81

4) $1,899.26

6) $17,150

Step-by-step explanation:

16 equals

17 does not equal

18 does not equal

19 equals

Answer:

16 equal

17 not

18 not

19 equal

Step-by-step explanation:

just simplify and compare them

10)100000(10000

10

___

××0000

Answer:

5000

Step-by-step explanation:

1 score = 20

10 scores

= 10 x 20

= 200

100,000 / 10 scores

= 100,000 / 200

= 5000

The solutions to the quadratic equation x² + x - 1 = 0 by completing the square are: x = -1/2 + √5/2 and x = -1/2 - √5/2.

To solve the quadratic equation x² + x - 1 = 0 by completing the square, follow these steps:

Step 1: Move the constant term to the other side of the equation:

x² + x = 1

Step 2: Take half of the coefficient of x and square it:

In this case, half of 1 is 1/2, and (1/2)² = 1/4.

Step 3: Add the squared term obtained in step 2 to both sides of the equation:

x² + x + 1/4 = 1 + 1/4

x² + x + 1/4 = 5/4

Step 4: Rewrite the left side of the equation as a perfect square:

(x + 1/2)² = 5/4

Step 5: Take the square root of both sides, considering both positive and negative square roots:

x + 1/2 = ±√(5/4)

Step 6: Solve for x:

x + 1/2 = ±√5/2

Subtract 1/2 from both sides:

x = -1/2 ±√5/2

Therefore, the solutions to the quadratic equation x² + x - 1 = 0 by completing the square are:

x = -1/2 + √5/2 and x = -1/2 - √5/2.

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Answer:

equate two simultaneous equations for r and solve

Answer:

Step-by-step explanation:

i don't see a statement but use 7 i guess

Answer:

\(Pr(x) = \frac{1}{6}\)

Step-by-step explanation:

Given

\(n = 30\) --- number of rolls

Required

The theoretical probability of rolling: (a) 1    (b) 4    (c) 6    (d) 7

Assume the cube is 6 sided.

The sample space is:

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

And the probability of each is:

\(Pr(x) = \frac{1}{6}\)

Irrespective of the number of rolls, the theoretical probability of (a). (b), (c) and (d) is:

\(Pr(x) = \frac{1}{6}\)

Answer:

- 7x + 3

Step-by-step explanation:

2x - 9x + 13 - 10

- 7x + 13 - 10

- 7x + 3

Answer:

Step-by-step explanation:

x^2 + 8x +15 is the area

x+5 is the length

x+3 is the width

(x+5)(x+3)=

x^2 + 3x +5x +15

x^2 +8x + 15

There are total of 152 students in 5th grade, then the number of pencils altogether will be equal to 2,736 pencils.

The four basic operations of arithmetic can be used to add, subtract, multiply, or divide two or even more quantities.

They cover topics like the study of integers and the order of operations, which are relevant to all other areas of mathematics including algebra, data processing, and geometry.

As per the given information in the question,

Total number of students in 5th grade = 152

Amount of pencil each student have = 18

Then, the total number of pencils altogether,

= 152 × 18

= 2,736 pencils.

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Using  cylindrical coordinates ∫∫∫ (r^3cos^2θ) dz dr dθ, where r ranges from 0 to 2, θ ranges from 0 to 2π, and z ranges from 0 to √(36r^2).

To evaluate the integral ∫∫∫ x^2 dV over the solid e, using cylindrical coordinates, we need to express the integral in terms of cylindrical coordinates and determine the appropriate bounds for the variables.

In cylindrical coordinates, the solid e can be defined as follows:

Radius: r ranges from 0 to 2 (from x^2 + y^2 = 4, taking the square root).

Angle: θ ranges from 0 to 2π (full revolution around the z-axis).

Height: z ranges from 0 to the height of the cone, which is determined by z^2 = 36x^2 + 36y^2.

To convert the integral, we need to express x^2 in terms of cylindrical coordinates:

x^2 = (rcosθ)^2 = r^2cos^2θ

The integral in cylindrical coordinates becomes:

∫∫∫ (r^2cos^2θ) r dz dr dθ

Now we can determine the bounds for the variables:

r ranges from 0 to 2.

θ ranges from 0 to 2π.

z ranges from 0 to the height of the cone, which can be determined by setting z^2 = 36r^2.

Substituting the bounds and integrating, we can evaluate the integral to find the desired result.

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