What is the common ratio for this geometric sequence ? 28,23,18

The relationship is not an inverse variation because the product xy is not a constant.

Inverse variation is the relationship between two quantities whereby an increase in one quantity cause a decrease in the other quantity.

In this type of variation the product of the two quantities is constant.

Analysis:

if x is one quantity and y is the other,

Mathematically, x = [tex]\frac{k}{y}[/tex]

Where, k is a constant,

it means k = xy

from the table, when, x =2, y = 409, xy = 2 x 409 = 818

Also, x = 3, y = 240, xy = 3 x 240 = 720

Therefore, 720 not equal to 818.

In conclusion, The product xy is not a constant, so the relationship is not an inverse variation.

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Answer:

30000J or 30 KJ

Step-by-step explanation:

Formula for finding Gravitiational Potential Energy or GPE = mgh (or Wh since W = mg)

Given

W = 100N

h = 300m,

GPE = Wh = 100 x 300 = 30000J or 30 KJ

Step-by-step explanation:

When evaluating piecewise function, make sure the x value satisfies the function we use.

since 5>3, we use the second equations

That function is a constant function, this means at any x>3, exclusive, we will have a y value of -1.

So

[tex]f(5) = - 1[/tex]

The volume of wood in the tree's trunk as it grows is [tex]16\pi r^3[/tex]

The capacity of a cylinder, which determines how much material it can carry, is determined by the cylinder's volume. There is a formula for the volume of a cylinder that is used in geometry to determine how much of any quantity, whether liquid or solid, may be immersed in it uniformly. A cylinder is a three-dimensional structure having two parallel, identical bases that are congruent.

Thus, the volume (V) of a right circular cylinder, using the above formula, is, [tex]V = \pi r^2h[/tex] , where

'r' is the radius of the base (circle) of the cylinder

'h' is the height of the cylinder

Given:

Height(h) = 8 x diameter = 16 x radius (r)      (diameter = 2 x radius )

∴ h = 16r.

V= [tex]\pi r^2h[/tex]

Substituting h = 16r in the volume formula we get

V = [tex]\pi r^2(16r)[/tex] =  [tex]16\pi r^3[/tex]

Thus the volume of wood in the tree's trunk as it grows is [tex]16\pi r^3[/tex].

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Answer:

f[g(4)] = 4

Step-by-step explanation:

Given table:

[tex]\begin{array}{| c | c | c | c | c | c |}\cline{1-6} x & -6 & -4 & 1 & 3 & 4\\\cline{1-6} f(x) & 4 & -1 & -6 & 1 & 3 \\\cline{1-6} g(x) & 1 & 4 & 3 & -4 & -6 \\\cline{1-6}\end{array}[/tex]

f[g(4)] is a composite function.

When calculating composite functions, always work from inside the brackets out.

Begin with g(4):  g(4) is the value of function g(x) when x = 4.

From inspection of the given table, g(4) = -6

Therefore, f[g(4)] = f(-6)

f(-6) is the value of function f(x) when x = -6.

From inspection of the given table, f(-6) = 4

Therefore, f[g(4)] = 4

As we can see

So

By definite integrals and area formula of a rectangle, we find that the area of the region in the first quadrant is 147 / 4 square units.

Integrals can be used to determine the area of regions bounded by curves set on Cartesian plane. The upper limit of the integral of the question is initially found:

(2 / 3) · x = 7

x = 21 / 2

The area can be defined as an rectangle in the first quadrant minus the area below the linear equation:

[tex]A = \left(\frac{21}{2} \right) \cdot (7) - \frac{2}{3} \int\limits^{\frac{21}{2} }_{0} {x} \, dx[/tex]

[tex]A = \frac{147}{2} - \frac{1}{3} \cdot \left[\left(\frac{21}{2} \right)^{2}-0^{2}\right][/tex]

A = 147/4

By definite integrals and area formula of a rectangle, we find that the area of the region in the first quadrant is 147 / 4 square units.

The statement is poorly formatted and incomplete. Correct form is shown below:

A region in the first quadrant is bounded by the line y = (2/3) · x, the y-axis and the horizontal line y = 7. Determine the area of the region.

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Using multiplication, the total score on the exam if you answered 13 questions correctly, leave 7 questions blank and answer 5 questions incorrectly is 39 point.

According to the question,

For each correct question, you get 2 points, and there are 22 correct questions, so multiply 22 by 2

22 * 2 = 44 points.

For each question left blank, you get 0 points, and there are 7 questions left blank, so multiply 7 by 0

7 * 0 = 0 points

For each incorrect question, you get -1 point, and there are 5 incorrect questions, so multiply 5 by -1

5 * (-1) = -5 points.

The total number of score = 22*2 + 7*0 + 5*(-1) = 44 + 0 - 5 = 39 points.

Hence, using multiplication, the total score on the exam if you answered 13 questions correctly, leave 7 questions blank and answer 5 questions incorrectly is 39 point.

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Based on the calculations on this parallelogram, the correct equations are:

Based on the image of the parallelogram shown in the image attached below, we can logically deduce that the opposite sides of this parallelogram are all equal. Thus, we have:

Side DE = Side CF

6n - 1 = 5n + 9

6n - 5n = 9 + 1

n = 10.

From Side CF, we have:

CF = 5n + 9

CF = 5(10) + 9

CF = 59.

For the measure of side FE, we have

FE = 4n + 2

FE = 4(10) + 2

FE = 42.

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Complete Question:

Figure CDEF is a parallelogram.

Parallelogram C D E F is shown. The length of F C is 6 n minus 1, the length of C D is 4 n + 2, and the length of D E is 5 n + 9.

Which equations are correct? Select three options.

n = 10

n = 7

CF = 59

FE = 42

CD = 30

Answer:

A,C,D

Step-by-step explanation:

Answer:

1.x=0, –10

2.x=3, 4

Step-by-step explanation:

1.

x(x+10)=0===> x=0, –10

2.

x²–3x–4x+12===> x²–7x+12=0

(x–3)(x‐4)=0====> x=3, 4

Transformation which can be used for mapping of one triangle to another are;

What does mapping mean in geometry?

We need to map one triangle to another ;

Hence, for mapping of one triangle to another,

The transformation which can be used from the given options are;

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Answer:

B. translation only

E. rotation then dilation

Step-by-step explanation:

B. translation only

E. rotation then dilation

Answer:

[tex]\frac{4}{15}[/tex]

Step-by-step explanation:

Given the following question:

[tex]\frac{1}{5} \div\frac{3}{4}[/tex]

To find the answer we will use KCF (Keep, Change, Flip) apply it to the following question and then complete by multiplying and reducing. If needed of course.

[tex]\frac{1}{5} \div\frac{3}{4}[/tex]
Apply KCF:
[tex]\frac{1}{5} \div\frac{3}{4}=\frac{1}{5} \times\frac{4}{3}[/tex]
[tex]\frac{1}{5} \times\frac{4}{3}[/tex]
Solve:
[tex]1\times4=4[/tex]
[tex]5\times3=15[/tex]
[tex]=\frac{4}{15}[/tex]
Answer is in simplest terms.

Which means your answer is the first option or "4/15."

Hope this helps.

The equation of the parent square root function to represent the equation of the graphed function will be, y=√x-2

According to the statement

we have to show the square root function as a equation in the graphical representation.

So,

we know that the definition of a

Graph a diagram showing the relation between variable quantities, typically of two variables and it also show the relation between more than two variables.

Now, we know that the definition of Equation is a mathematical statement consisting of an equal symbol between two algebraic expressions with the same value is known as an equation.

And the equation obtained from the graph is a y=√x-2 by a some calculations in the graph.

So, The equation of the parent square root function to represent the equation of the graphed function will be, y=√x-2

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By this equation y = 1,716 - 112x he find that how much money he still owes after each month of the plan.

According to the statement

Jonathan bought a new computer for $1,716

He will pay $143 a month for 12 months.

Total amount he will for 12 months is 143(`12)

Now,

y = the money he still owes

x = the number of months (from x = 0 to x = 12)

y = 1,716 - 112x

So, By this equation y = 1,716 - 112x he find that how much money he still owes after each month of the plan.

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Answer:

[tex]\frac{1}{6}[/tex]

Step-by-step explanation:

You need to add the amount Shawna & Ryan ate together, then subtract it from 1 to find the amount of pizza that was left for Dominic to eat.

[tex]\frac{1}{3}[/tex] + [tex]\frac{1}{2}[/tex] = ?

Make all the denominators the same to add fractions.

[tex]\frac{1}{3}[/tex]  is [tex]\frac{2}{6}[/tex]

[tex]\frac{1}{2}[/tex]  is [tex]\frac{3}{6}[/tex]

[tex]\frac{2}{6}[/tex] +  [tex]\frac{3}{6}[/tex] = [tex]\frac{5}{6}[/tex]

1 -  [tex]\frac{5}{6}[/tex] = [tex]\frac{1}{6}[/tex]

Answer:

16. C

17. C

Step-by-step explanation:

16.

this is just a multiplication of the 2 functions.

that means we multiply the functional expressions, and the result is the new functional expression of the multiplied functions.

2(3x - 5) × (-2x + 1) = (6x - 10) × (-2x + 1) =

= 6x×-2x + 6x×1 + -10×-2x + -10×1 =

= -12x² + 6x + 20x - 10 = -12x² + 26x - 10

17.

the domain of a function is the interval or set of all valid x values (or input values).

the range is the interval or set of all valid y or functional result values.

so, for the domain we need to see what values x may have for a 4th root.

for this we can imagine that a 4th root is the square root of the square root of x.

this is directly related to x⁴ being the square of the square of x.

the valid input values for a square root are all positive numbers (incl. 0). the result will be again a positive number (incl. 0), which is again a valid input number for the second square root.

therefore, the valid values of x for a 4th root are also the valid values for a square root. and vice versa.

and that is

0 <= x < infinity

FYI : we can never say x = infinity, because infinity is not a number, just a generation concept. so, infinity can never be included in any interval, it can only be listed as an excluded limit concept.

4) [tex]A_{QRST} = A_{Q'R'S'T'} = 9[/tex].

5) The areas of the rectangles QRST and Q'R'S'T' are the same since the translation of the geometric loci conserved the Euclidean distance.

6) x = 1, w = 3, y = - 1/4, z = 1/3

Rigid transformations are transformations applied on geometric loci such that Euclidean distance is conserved. In this question we have applications of translations, a kind of rigid transformation.

Exercise 4

In this part we must determine the areas of rectangles QRST and Q'R'S'T':

Rectangle QRST

A = RS · QT

A = 3 · 3

A = 9

Rectangle Q'R'S'T'

Q'(x, y) = (2, - 3) + (- 3, - 3)

Q'(x, y) = (- 1, - 6)

R'(x, y) = (2, 4) + (- 3, - 3)

R'(x, y) = (- 1, 1)

S'(x, y) = (5, 4) + (- 3, - 3)

S'(x, y) = (2, 1)

T'(x, y) = (5, - 3) + (- 3, - 3)

T'(x, y) = (2, - 6)

A = R'S' · Q'T'

A = 3 · 3

A = 9

The rectangles QRST and Q'R'S'T' have both an area of 9 square units.

Exercise 5

The areas of the rectangles QRST and Q'R'S'T' are the same since the translation of the geometric loci conserved the Euclidean distance.

Exercise 6

In this case, we must solve the following equations:

PQ = A'(x, y) - A(x, y)

(4, 1) = (2 · x + 1, 4) - (- 1, w)

(4, 1) = (2 · x + 2, 4 - w)

(4, 1) = (2 · x, - w) + (2, 4)

(2, - 3) = (2 · x, - w)

(x, w) = (1, 3)

PQ = B'(x, y) - B(x, y)

(4, 1) = (3, 3 · z) - (8 · y - 1, 1)

(4, 1) = (2 - 8 · y, 3 · z)

(4, 1) = (- 8 · y, 3 · z) + (2, 0)

(2, 1) = (- 8 · y, 3 · z)

(y, z) = (- 1/4, 1/3)

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Answer: 768

Step-by-step explanation:

3, 6 ,12 ,24, 48, 96, 192, 384, 768

12 x 2 = 48

48 x 2 = 96

96 x 2 = 192

192 x 2 = 384

384 x 2 = 768

The ratio of the lateral surface area of cone A to the lateral surface area of cylinder B is equal to [tex]r = \frac{1}{2}\cdot \frac{\sqrt{r^{2}+h^{2}}}{h}[/tex]. (Correct choice: False)

In accordance with space geometry, the lateral areas of the cone and cylinder are described by the following equations:

Cone

[tex]A_{l} = \pi \cdot r \cdot \sqrt{r^{2}+h^{2}}[/tex]     (1)

Cylinder

[tex]A_{l} = 2\pi\cdot r\cdot h[/tex]     (2)

If we divide (2) by (1), then we have the following ratio:

[tex]r = \frac{1}{2}\cdot \frac{\sqrt{r^{2}+h^{2}}}{h}[/tex]

The ratio of the lateral surface area of cone A to the lateral surface area of cylinder B is equal to [tex]r = \frac{1}{2}\cdot \frac{\sqrt{r^{2}+h^{2}}}{h}[/tex]. (Correct choice: False)

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Step-by-step explanation:

vat of a cap=13/100*452

=58.76

price after vat=58.76+452=510.76

price after vat of 5 cap = 510.76*5=2553.8

Answer:

That is a variable.

Step-by-step explanation:

- opposed to a constant which is known and does not change.

Based on the number of years till maturity and the required rate of return, the price of the zero-coupon bond is $852.22.

When a bond's par value is not given, assume it is $1,000.

the price of a zero coupon bond is:

= par value / (1 + rate) ^ number of years till maturity

solving gives:

= 1,000 / (1 + 3.25%)⁵

= 1,000 / 1.17341139582939453125

= $852.22

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Answer:

x-2

Step-by-step explanation:

The formula for area of rectangle is length x width
And we know that width is x-16
And we know that the area is [tex]x^{2} -18x +32[/tex]

So we know that when x-2 is multiplied with  x-16, it gives off [tex]x^{2} -18x +32[/tex]

Question 2

1) [tex]\overline{PR} \perp\overline{QS}, \overline{PQ} \cong \overline{PS}[/tex] (given)

2) [tex]\overline{PR} \cong \overline{PR}[/tex] (reflexive property)

3) [tex]\angle PRQ, \angle PRS[/tex] are right angles (perpendicular lines form right angles)

4) [tex]\triangle PRQ, \triangle PRS[/tex] are right triangles (a triangle with a right angle is a right triangle)

5) [tex]\triangle PRQ \cong \triangle PRS[/tex] (HL)

Question 3

1) [tex]\angle C[/tex] is a right angle, [tex]\overline{AC} \cong \overline{AE}, \overline{DE} \perp \overline{AB}[/tex] (given)

2) [tex]\angle DEA[/tex] is a right angle (perpendicular lines form right angles)

3) [tex]\triangle ACD, \triangle DAE[/tex] are right triangles (a triangle with a right triangle is a right angle)

4) [tex]\overline{AD} \cong \overline{AD}[/tex] (reflexive property)

5) [tex]\triangle ACD \cong \triangle AED[/tex] (HL)

6) [tex]\angle CAD \cong \angle DAE[/tex] (CPCTC)

7) [tex]\overline{AD}[/tex] bisects [tex]\angle BAC[/tex] (if a segment splits an angle into two congruent parts, it is an angle bisector)

The correct option for the inequality is

Week 4 = Week 5. Option B. This is further explained below.

Generally,  the relationship between two expressions that do not have the same value is denoted by a sign such as, which means "not equal to," >, which means "greater than," or, which means "less than."

In conclusion, When converted to decimal form, Week 5's score comes out to -1.8, which is the same as Week 4's score.

Week 4 = Week 5

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Answer:

The Answer Is B

Step-by-step explanation:

Week 4 = Week 5

Answer: All real numbers

Step-by-step explanation:

The domain is the set of inputs.

a. Mean is 70.8, median is 70, and mode is 60

b. Mean describes the data best

c. Mean can be a misleading central measure in case of outliers

Calculating Mean, Median and Mode

Mean = Total sum of pries / Total number of sunglasses

Mean = (20 + 20 + 50 + 50 + 50 + 60 + 60 + 60 + 60 + 60 + 60 + 70 + 70 + 70 + 80 + 80 + 80 + 80 + 90 + 90 + 90 + 90 + 100 + 100 + 130) / 25

Mean = 70.8

Median = (n/2 + 1)th term

Here, n is the number of sunglasses.

Median = (25/2 + 1)th term

Median =13th term

Median = 70

Mode = Most occurring data

Mode = 70

Why is mean the best central measure to describe the data?

When your data distribution is continuous and symmetrical, such as when your data are normally distributed, the mean is typically the best measure of central tendency to utilize. Thus, mean describes the average price of the sunglasses here

Mean Being Misleading

In case there are outliers, the mean of the data gets highly affected. Hence, it can be misleading for analyzing average price of the data.

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Answer:

  $70,300

Step-by-step explanation:

The amount Kaydence saved is the value of an arithmetic series with first term 100 and common difference 100. The number of terms in the sum is 37. The formula for the sum can be used.

The formula for the sum of n terms of an arithmetic series is ...

  Sn = (2a1 +d(n -1))(n/2) . . . . . . first term a1, common difference d

The number of terms being added is ...

  2050 -2014 +1 = 37 . . . . . . years Kaydence made deposits

The formula with a1=100, d=100, and n=37 is ...

  [tex]S_{37}=(2\cdot100+100(37-1))\dfrac{37}{2}=\dfrac{(200+3600)\cdot37}{2}\\\\S_{37}=70,\!300[/tex]

Kaydence would have saved $70,300 by the end of Jan 1, 2050.

Answer:

a. 25 seniors are randomly selected; 14 plan to go to a 4 year college

b. 420 students

Step-by-step explanation:

a. the less they have in common, the better

b. 14/25 is only between 25 students. make the denominator the same (750) and multiply the same to the numerator

750/25 = 30

14/25 x 30 = 420/750

(a) The median mark is 44

(b) The number of students who scored 54 marks or less is 120

(c) The number of students who scored 60 marks or more is 20

From the question, we are to determine the median mark

The median mark for a cumulative frequency curve corresponds to the second quartile (Q₂)

Q₂ = 1/2(n+1)th mark

Where n is the total frequency

In the graph,

n = 160

∴ Q₂ = 1/2(160+1)th mark

Q₂ = 80.5th mark

The 80.5th mark is 44

∴ The median mark is 44

(b)

The number of students who scored 54 marks or less = 120 - 0

The number of students who scored 54 marks or less = 120

(c)

The number of students who scored 60 marks or more = 160 - 140

The number of students who scored 60 marks or more = 20

Hence, (a) The median mark is 44

(b) The number of students who scored 54 marks or less is 120

(c) The number of students who scored 60 marks or more is 20

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