Please help me I can also offer a commission too

The given system of equations can be represented in matrix form as:

| 10 13 15 | | x | | 4 |

| 12 -2 5 | x | y | = |-8 |

| 2 2 -6 | | z | | 4 |

Therefore, the matrix A is:

| 10 13 15 |

| 12 -2 5 |

| 2 2 -6 |

And the vector ⇾b is:

| 4 |

|-8 |

| 4 |

Answer:

A

Step-by-step explanation:

[tex]\frac{9x+7}{2}[/tex] - [ x - [ [tex]\frac{-2}{7}[/tex] ]] = 36← distribute bracket by - 1

[tex]\frac{9x+7}{2}[/tex] - x +[tex]\frac{x-2}{7}[/tex] = 36

multiply through by 14 ( the LCM of 2 and 7 ) to clear the fractions

7(9x + 7) - 14x + 2(x - 2) = 504 ← distribute parenthesis on left side

63x + 49 - 14x +2x - 4 = 504 ← simplify left side

51x + 45 = 504 ( subtract 45 from both sides )

51x = 459 ( divide both sides by 51 )

x = 9

With a simple random sample, nobody can game the system to purposefully amplify their answers over that of others because the selection process is random.

With a simple random sample, each participant is selected at random from the population, ensuring that everyone has an equal chance of being selected.

This eliminates any potential bias or manipulation, as no one can control or influence the selection process. Additionally, the sample size can be increased to amplify the accuracy and representativeness of the data collected. Therefore, a simple random sample is a reliable method for gathering unbiased data.

With a simple random sample, nobody can game the system to purposefully amplify their answers over that of others because the selection process is random.

This means that each individual or element in the population has an equal chance of being chosen, ensuring unbiased and representative sample results.

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With a simple random sample, nobody can game the system to purposefully amplify their answers over that of others because the selection process is random.

With a simple random sample, each participant is selected at random from the population, ensuring that everyone has an equal chance of being selected.

This eliminates any potential bias or manipulation, as no one can control or influence the selection process. Additionally, the sample size can be increased to amplify the accuracy and representativeness of the data collected. Therefore, a simple random sample is a reliable method for gathering unbiased data.

With a simple random sample, nobody can game the system to purposefully amplify their answers over that of others because the selection process is random.

This means that each individual or element in the population has an equal chance of being chosen, ensuring unbiased and representative sample results.

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The approximate volume of the solid is 1.6 × 10^23 π cubic feet.

The approximate volume of the solid is 8.17 × 10^20 π cubic inches.

We have,

1.

The volume V of a cylinder is given by V = πr²h,

where r is the radius and h is the height.

Substituting r = 2.0 × 10^7 feet and h = 4.0 × 10^5 feet.

V = π (2.0 × 10^7)² (4.0 × 10^5)

Simplifying,

V = 1.6 × 10^23 π cubic feet (using scientific notation and leaving the answer in terms of π)

2.

The volume of a cone is given by V = 1/3πr²h,

where r is the radius, h is the height, and we are given the diameter (d = 2r).

Substituting,

d = 1.0 × 10^7 inches, r = d/2 = 5.0 × 10^6 inches, and

h = 5.0 × 10^5 inches, we get:

V = 1/3 π (5.0 × 10^6)² (5.0 × 10^5)

Simplifying,

V = 2.6 × 10^20 π cubic inches

(using scientific notation and leaving the answer in terms of π)

Rounding to the nearest hundredth,  

V = 8.17 × 10^20 π cubic inches.

Thus,

The approximate volume of the solid is V = 1.6 × 10^23 π cubic feet.

The approximate volume of the solid is V = 8.17 × 10^20 π cubic inches.

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Answer:

(3,0)

Step-by-step explanation:

the point (5,-5) a translation of 2 units left would be equivalent to x-2.

(5-2,-5)

5 units up is equivalent to y+5

therefore

(5-2,-5+5)

yields

(3,0)

Answer:

9.3 ft

Step-by-step explanation:

Answer: The amount of planes of symmetry a right pyramid with an isosceles triangle base has four.

Hope this helps!

Vic would think that the amount of butter in Imani's cookies is appropriate since the ratio of flour to butter used in Imani's recipe is the same as the ratio used in Vic's favorite cookie recipe, which is 250:170 grams of flour to butter.

Specifically, in Vic's recipe, there are approximately 1.47 grams of flour for every gram of butter (250/170), while in Imani's cookies, there are approximately ratio 1.19 grams of flour for every gram of butter (750/630). This means that there is relatively more butter in Imani's cookies compared to Vic's recipe. Based on this difference, Vic might expect Imani's cookies to have a richer, denser texture and a stronger buttery flavor than his favorite recipe.

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A) The correct features is,

⇒ a = 9000

⇒ r = 15%

B) The equation correctly models the context of the problem is,

⇒ y = 9000 (0.85)ˣ

We have to given that;

Tiffany’s mother bought a car for $9000 five years ago.

And, She wants to sell it to Tiffany based on a 15% annual rate of depreciation.

Now, We have;

the exponential growth formula is,

⇒ y = a(1 − r)ˣ

Here, We have;

⇒ a = 9000

⇒ r = 15%

Thus, We get;

The equation correctly models the context of the problem is,

⇒ y = a(1 − r)ˣ

⇒ y = 9000 (1 - 0.15)ˣ

⇒ y = 9000 (0.85)ˣ

Therefore, We get;

A) The correct features is,

⇒ a = 9000

⇒ r = 15%

B) The equation correctly models the context of the problem is,

⇒ y = 9000 (0.85)ˣ

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Answer:

f(x) = 2(x + 1)² + 1

Step-by-step explanation:

the equation of a parabola in vertex form is

f(x) = a(x - h)² + k

where (h, k ) are the coordinates of the vertex and a is a multiplier

given

f(x) = 2x² + 4x + 3 ← factor out 2 from the first two terms

    = 2(x² + 2x) + 3

using the method of completing the square

add/subtract ( half the coefficient of the x- term )² to x² + 2x

f(x) = 2(x² + 2(1)x + 1 - 1) + 3

     = 2(x + 1)² - 2(1) + 3

     = 2(x + 1)² - 2 + 3

    = 2(x + 1)² + 1 ← in vertex form

Answer:

367.2

Step-by-step explanation:

Basically 270% is 2.7 so if you multiply 2.7 by 136 you will get 367.2

The equation using the parent function y = √x that has a domain of 3≤x<∞ and a range of -2≤y<∞ is y = √(x - 3) - 2.

An equation is a mathematical statement that indicates the equality of two expressions. It typically contains variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. Equations are used to solve problems in various fields of mathematics, science, engineering, and economics. They can be written in various forms, such as standard form, slope-intercept form, point-slope form, and more.

Here,

To shift the parent function y = √x to the right by 3 units and down by 2 units, we use the transformation:

y = √(x - 3) - 2

This equation has a domain of 3 ≤ x < ∞, since we subtract 3 from x inside the square root function. The range is -2 ≤ y < ∞, since we subtract 2 from the square root function.

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Answer: b

Step-by-step explanation:

I didnt get it  but thats the correct answer when i guessed on it

Answer:

The answer is the skin est one there

Step-by-step explanation:

I got the question wrong so I don't know how but this is the correct one

The total number of cards drawn is 16 and As a result, we have the following:

6 face cards, Aces 1, 9 numbered cards

Because there are 12 face cards, half of them are 6 face cards.

There are 4 aces, so we draw 1.

There are 36 numbered cards in total, therefore one-fourth of them are 9 numbered cards.

We draw a total of 6 + 1 + 9 = 16 cards.

We may use the information provided in the problem to determine how many of each card type we have. We chose:

6 face cards make up half of the deck.

1 ace: 1 ace

9 numbered cards are one-fourth of the numbered cards.

As a result, we have:

6 face cards

Aces: 1

9 numbered cards

We can also ensure that the total number of cards drawn (16) corresponds to the number of cards in a regular deck by subtracting the cards we drew from the total number of cards: a deck of playing cards (52)

There are 52 - 16 = 36 cards left.

This means that there are 36 - 6 - 1 - 9 = 20 undrawn cards in the deck.

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The simplified form of the given expression, can be found to be A. x² + 7x + 5.

Simplified expressions are algebraic expressions that have been reduced to their simplest form by applying the rules of arithmetic and algebra.

To simplify the expression, we add the corresponding terms from both expressions:

(-3x² + 2x - 4) + (4x² + 5x + 9)

Combine the x² terms: -3x² + 4x² = 1x² (or simply x²)

Combine the x terms: 2x + 5x = 7x

Combine the constants: -4 + 9 = 5

So, the simplified expression is:

x² + 7x + 5

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a) A 2*2 area model would not work to multiply (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) because this expression has 5 terms, and a 2*2 area model can only accommodate 4 smaller areas (b) The area model for (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) with the correct lengths and widths labeled has been attached below. (c) The final total area is 2x² - 10x - 15.

An area model is a way to visualize multiplication by breaking up the larger rectangle into smaller rectangles whose areas represent the products of the terms being multiplied. To determine the correct rows and columns for the area model, we count the number of terms in each factor and use that as a guide. For example, if one factor has 3 terms and the other has 4 terms, we would use a 3x⁴ area model, with 3 rows and 4 columns.

a) A 2*2 area model would not work to multiply (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) because this expression has 5 terms, and a 2*2 area model can only accommodate 4 smaller areas.

b) The area model for (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) with the correct lengths and widths labeled has been attached below.

   2x⁴ − 3x³ − 2x² − 4x − 1

 +---------------------------------------

x  |   2x⁵    -3x⁴    -2x³    -4x²   -x

 |

3  |   6x⁴    -9x³    -6x²    -12x    -3

 +---------------------------------------

c) To find the total area of a rectangle with length (x + 8) and width (x − 5), we can use an area model with 2 rows and 2 columns. The length (x + 8) corresponds to one dimension of the rectangle, while the width (x − 5) corresponds to the other dimension. The area of each smaller rectangle in the model represents the product of one term from each factor.

    x + 8      x - 5

 +--------------------

x  |  x² + 8x   x² - 5x

 |

-5 | -5x + -40   -5x + 25

 +--------------------

The final total area can be found by adding up the areas of the smaller rectangles:

Total area = x² + 8x + x² - 5x - 5x - 40 + 25

= 2x² - 10x - 15

= 2x² - 10x - 15.

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Answer:

7/4

Step-by-step explanation:

i am sooo sure that  the answer is 1.75

Eliminate x by adding the two equations, yielding [tex]y = 6[/tex]. Then, substitute y into either equation to solve for x, obtaining [tex]x = -3[/tex]. The solution is [tex](-3,6)[/tex].

An equation is a mathematical statement that uses symbols, numbers, and variables to show that two expressions are equal, typically with an equal sign between them.

A variable is a quantity or symbol that can take on different values in a mathematical expression, equation, or formula, typically represented by a letter.

To eliminate a variable in a system of equations, we want to find a way to add or subtract the two equations so that one of the variables is eliminated.

In this case, we can eliminate the variable x by adding the two equations

[tex]x- 7y = -45[/tex]

[tex](-x +8y = 51)[/tex]

[tex]y = 6[/tex]

Now that we have found the value of y, we can substitute it into either of the original equations to solve for x. Let's use the first equation

[tex]x-7y = -45\\x- 7(6) = -45\\x = -45+42\\x = -3[/tex]

Therefore the solution to the system of equations is [tex]x= -3[/tex] and[tex]y= 6[/tex]

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the solution to the system of equations is (x, y) = (-3, 6).

What is an Equations?

Equations are mathematical statements with two algebraic expressions on either side of an equals (=) sign. It illustrates the equality between the expressions written on the left and right sides. To determine the value of a variable representing an unknown quantity, equations can be solved. A statement is not an equation if there is no "equal to" symbol in it. It will be regarded as an expression.

To eliminate the variable x, we can add the two equations together. This will result in the x variable being eliminated, leaving us with an equation in terms of y:

(x - 7y) + (-x + 8y) = -45 + 51

Simplifying and solving for y, we get:

y = 6

Now that we know the value of y, we can substitute it into one of the original equations to solve for x. Using the first equation:

x - 7(6) = -45

Simplifying and solving for x, we get:

x = -3

Therefore, the solution to the system of equations is (x, y) = (-3, 6).

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A possible solution to the equation cos(x+2)=sin(3x) is x = 22 degrees

The correct answer is an option (C)

Consider a trigonometric equation,

cos(x+2) = sin(3x)

For value x = 0.5 degrees,

cos(x + 2) = cos(2.5)

                = 0.999

and sin(3x) = sin(1.5)

                 = 0.026

For x = 1 degree,

cos(x + 2) = cos(3)

                =0.9986

sin(3x) = sin(3)

           = 0.052

For x = 22 degrees

cos(x + 2) = cos(24)

                = 0.913

sin(3x) = sin(66)

           = 0.913

for x = 44 degrees,

cos(x + 2) = cos(46)

                = 0.69

sin(3x) = sin(132)

           = 0.743

Therefore, the solution to an equation cos(x+2) = sin(3x) is x = 22 degrees

The correct answer is an option (C)

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Answer: Year 6

Step-by-step explanation: The year my money would be at least $1300 is year 6.

In what year would the money be at least $1300?

The formula that can be used to determine the number of years that $100 would have a value of $1300 is:

Number of years =  In(FV / PV) / r

Where:

FV = future value

PV = present value

r = interest rate

In(1300 / 1000) / 0.05

0.2623642645 / 0.05

= 5.2 years

Future value in 5 years = $1000(1.05^5) = $1276.28

Future value in 6 years = $1000(1.05^6) = $1340.10

Answer: 13%

Step-by-step explanation:

10/74 = 0.13513513513

Sam will have to borrow $7840.

If Sam puts 20% down on a car that costs $9800, the down payment would be 20% of $9800 which is $1960.

The amount he will have to borrow is the difference between the cost of the car and the down payment. So, $9800 - $1960 = $7840.

This calculation can be done by first finding the percentage of the total cost that is required as a down payment and then subtracting that amount from the total cost to find the remaining amount that needs to be borrowed.

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Given statement: For log normally distributed returns, the annual geometric average return is always greater than the arithmetic average return.

The given statement is true.

This is because log normal distribution assumes that the rate of return is compounded continuously, which leads to a higher final value of the investment.

For lognormally distributed returns, the geometric average return is greater than the arithmetic average return.

This is because the lognormal distribution has a positive skew, meaning that there are more small positive returns and fewer large negative returns.

This leads to compounding effects over time, which favor the geometric average return.

The geometric average return is calculated by taking the nth root of the product of (1+Ri),

where Ri is the return for the ith period.

The arithmetic average return is calculated by taking the average of the returns over a period.

Therefore, for lognormally distributed returns, the geometric average return is greater than the arithmetic average return.

The geometric average return takes into account the compounding effect, whereas the arithmetic average return does not.

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Yes, the transformation is a rigid motion because the angle measures and the distances between the vertices of the image are the same as the corresponding angle measures and distances in the preimage.

Since the shape and size are the same in both the preimage and the image, and only the position has changed, this transformation is considered a rigid motion. Rigid motions, such as translations, rotations, and reflections, preserve the shape and size of the original figure.

Assuming the shape has been bent, it means that the angle measures and distances between the vertices have been altered. But this is not the case.

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The two fractions with denominators of 2 and 6 that add up to 19/3 are 3/6 and 29/3, respectively.

First, let's break down what that mixed number means in terms of fractions. 6 1/3 is the same as 19/3.

Now, we need to find two fractions with different denominators that add up to 19/3. One way to do this is to use a common denominator. To find a common denominator, we need to find the least common multiple (LCM) of the two denominators.

Let's say we want to find two fractions that add up to 19/3, with denominators of 2 and 6. The LCM of 2 and 6 is 6. So, we can rewrite the fractions with a denominator of 6:

1/2 = 3/6

x/6

Now we need to find the value of x that makes the sum of the fractions equal to 19/3:

3/6 + x/6 = 19/3

To solve for x, we can multiply both sides by 6:

3 + x = 38/3

Then, we can subtract 3 from both sides:

x = 29/3

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3/4

If she ate part of the large cookie and was left with 1/4 of the cookie, that means only 3/4 of the cookie is left.

By calculating the CDF of normal distribution, the percentage of scores that are greater than 90 are 14.6%.

The CDF function of a Normal distribution is calculated by translating the random variable to the Normal Standard, and then looking up a value from the precalculated "Phi" function (Φ), which is the cumulative density function of the normal standard. The Normal Standard, often written Z, is a Normal with mean 0 and variance 1. Thus, Z∼N(μ=0,σ²=1).

Let x1, x2, .... be the scores on the test.

X ~ N (82, 64)

P(90 < X < 100) = Φ(18/8) - Φ(1) = 0.146 (using norm.s.dist function in excel)

Step-by-step explanation:

cores Distribution and Percentile

The scores on a test are normally distributed, with a mean of 82 and a standard deviation of 8. What percent of scores are less than 90? Explain

To find the percentage of scores that are less than 90 in a normally distributed test with a mean of 82 and a standard deviation of 8, we can use the cumulative distribution function (CDF) of the normal distribution.

The CDF of a normal distribution gives the probability that a random variable falls below a particular value. In this case, we want to find the probability that a score is less than 90.

The formula for the CDF of a normal distribution is:

CDF(x) = (1/2) * (1 + erf((x - μ) / (σ * sqrt(2))))

where erf is the error function, μ is the mean, σ is the standard deviation, and x is the value we want to find the cumulative probability for.

Plugging in the given values:

μ = 82

σ = 8

x = 90

We can calculate the cumulative probability using the formula:

CDF(90) = (1/2) * (1 + erf((90 - 82) / (8 * sqrt(2))))

Using a calculator or statistical software that provides the error function, we can find that erf(1.0) is approximately 0.6827.

Plugging this value back into the formula, we get:

CDF(90) = (1/2) * (1 + 0.6827) = 0.8414

So, the cumulative probability that a score is less than 90 is approximately 0.8414, or 84.14%.

Therefore, about 84.14% of the scores are less than 90 in this normally distributed test.

The area of the regular pentagon is  490 square units

The formula used for calculating the area of a regular pentagon is expressed with the equation

A = 1/2 pa

Such that the parameters are;

From the information given, we have that;

Perimeter = 5s

Substitute the values,

Perimeter = 5(14)

multiply the values

Perimeter = 70 units

Now, substitute the value into the formula

Area = 1/2 × 70(14)

Area = 980/2

Divide the values

Area = 490 square units

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By division rule of fraction, dividing 44.4 by 100 results to 0.444, that is shifts three decimal places (to right).

We can divide 44.4 by 100 using simple rule of division.

Rewriting 44.4 in fractional form we get,

44.4 = 444/10

Dividing 444/10 by 100 we can write it in fractional form as 444/10*100.

Therefore, 44.4 divided by 100 in fractional form can be written as 444/1000.

Applying division rule of fractions,

Dividend is 444 and divisor is 1000.

Since the denominator of the fraction has three zeros (in divisor 1000) by properties of fraction the decimal place of the numerator shifts three places to its right.

Also something divided by one is the same value as its initial value.

Thus as 444 shifts to three decimal places (on its right) it becomes 0.444 as the denominator is 1*1000.

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5/3 is greater than 1 (it's 1.67), and the product will be located on a number line to the right of 2/3. As a result, "The product will be located to the right because is greater than 1." is correct.

The area model, linear model, and set model are the three major types of fraction models. Evidence demonstrates that allowing pupils to deal with all three models is critical for establishing a conceptual knowledge of fractions.

The student is utilizing the model to calculate the product of 5/2 and 2/3, or (5/2) x (2/3).

To multiply fractions, simply multiply their numerators and then their denominators. So:

(5/2) x (2/3) = (5 x 2) / (2 x 3) = 10/6 = 5/3

Because 5/3 is greater than 1 (it's 1.67), the product will be located on a number line to the right of 2/3. As a result, "The product will be located to the right because is greater than 1." is correct.

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Complete question: