help ASAP my son needs help with this problem..help

Answer:

3/8

Step-by-step explanation:

(3/4)/2=3/8

Answer:

Step-by-step explanation:

Remark

You are trying to convert the base function f(x) = x^2 into the child function g(x) = -(x + 3)^2 + 5

UP

Start with the simplest part of the transformations. + 5

If you have g(x) = f(x)+5 what you have done is move the function up 5 units on your grid.

Up side Down

Next is the - sign.

f(x) = x^2

g(x) = - f(x) = - x^2

This has the affect of turning x^2 upside down. It looks like a cup opening towards the counter or down.

Left right

The last step is left / right. This is the hard one. It moves in the opposite direction that you think it should. x +3 moves the parabola left, not right. If you want it to move right, use (x - 3)

Graph

I have enclosed a graph to show you exactly what is going on. The red  line is f(x)=x^2

The blue line is g(x) = -(x + 3)^2 + 5

The surface area of the solid is 4 + 6b

The solid consist of the following shapes:

The area of the solid is:

Area = Area of square + 4 * area of triangle

This gives

Area = 2 * 2 + 4 * 0.5 * 3 * b

Evaluate

Area = 4 + 6b

Hence, the surface area of the solid is 4 + 6b

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Answer:

  (x, y) = (12, 15)

Step-by-step explanation:

The given expression for y suggests that using substitution would be a good choice for the method of solution.

__

  x +(x +3) = 27 . . . . substitute for y using the second equation

  2x = 24 . . . . . . . subtract 3

  x = 12 . . . . . . . divide by 2

  y = 12 +3 = 15 . . . . use the second equation to find y

The solution is (x, y) = (12, 15).

Answer:

243 in²

Step-by-step explanation:

Diameter = 18 in

Radius ( r ) = Diameter / 2 = 18 / 2

r = 9 in

π = 3

To find : Area of circle ( A )

Formula : -

A = πr²

A = 3 x 9²

   = 3 x 9 x 9

A = 243 in²

Answer:

(4+5) ÷ 3 + 6 x 5

Step-by-step explanation:

pemdas

Answer:

midpoint: (3.65, -3.65)

Explanation:

[tex]\sf (x_m, y_m) = (\dfrac{x_1+x_2}{2}, \dfrac{y_1+y_2}{2})[/tex]

where (x1, y1), (x2, y2) are points

[tex]\rightarrow \sf (\dfrac{2.9+4.4}{2}, \dfrac{-4.4-2.9}{2})[/tex]

[tex]\rightarrow \sf (\dfrac{7.3}{2}, \dfrac{-7.3}{2})[/tex]

[tex]\rightarrow \sf (3.65, \ - 3.65)[/tex]

Answer:

b = 5 ± √5 / 5

Step-by-step explanation:

Given :

Subtract 10b from both sides :

Splitting the middle term :

The number  2√5×3√6 is irrational, number √42/√168 is rational as we know π is an irrational number but 22/7 is rational.

It is defined as the numbers in all real numbers which cannot be represented as rational numbers, in other words the irrational number cannot be expressed in the form of p/q form.

A rational number is a sort of real number that has the form p/q and does not equal zero.

= 2√5×3√6

= 6√30

= √1080 = 32.863353450309965

The number is irrational.

= √42/√168

= 1/2

The number is rational.

= 5(4√5 - 3√5)

= 5√5

= √125 = 11.180339887498949

The above number is irrational.

= √64/32

= 1/4

The above number is rational.

= (5√3—√3)/2√3

= 2

The above number is rational.

Similarly, we can find whether a number is irrational or rational

Thus, the number  2√5×3√6 is irrational, number √42/√168 is rational as we know π is an irrational number but 22/7 is rational.

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Differential Calculus, or Differentiation

If we have a function of one variable, ie of the form [tex]y=f(x)[/tex], then in its most basic form differentiation is the study of how a small change in one variable [tex]x[/tex] affects the other variable [tex]y[/tex].

As an real life example, consider the average speed of a moving car:

average speed = distance travelled/ time taken

Obviously, this is an average by definition, but if there existed a formal mathematical link between distance and time, could we build a function that would tell us the instantaneous velocity at every given moment? The study of differential calculus gives strategies for calculating the ratio of a little change in distance to a small change in time, and then calculating the real instantaneous speed by making the small change infinitely small.

Similarly if we wanted to find the gradient of the tangent to a curve at some particular point [tex]A[/tex] we would estimate the gradient by using a chord to a nearby point [tex]B[/tex]. As we move this nearby point [tex]B[/tex]  closer to the tangent point [tex]A[/tex] the slope of the chord approaches the slope of the tangent with more and more accuracy. Again differential calculus provides techniques for us to make the point [tex]B[/tex] infinitesimally close to the point [tex]A[/tex] o that we can calculate the actual gradient of the tangent.

Integral Calculus, or Integration

Suppose we wanted to calculate the area under a curve, [tex]y=f(x)[/tex],  bounded the [tex]x[/tex] =axis, and two points [tex]a[/tex] and [tex]b.[/tex] We could start by splitting the interval  [tex][a,b][/tex]  into [tex]n[/tex] regular strips, and estimating the area under the curve using trapezia (this is the essence of the trapezium rule which provides an estimate of such an area). If we increase [tex]n[/tex] then generally we would hope for a better approximation. The study of integration provides techniques for us to take an infinitely large number of infinitesimally small strips to gain an exact solution.

The Fundamental Theorem of Calculus

Given the above two notions, it would appear that there is no connection between them at first., The Fundamental Theorem of Calculus, on the other hand, is a theorem that connects the rate of change of the area function (which determines the area under a curve) to the function itself. In other words, the area function's derivative equals the function itself.

Visual for  Fundamental Theorem of Calculus for integrals:

[tex]\int\limits^b_af {(x)} \, dx =F(b)-F(a).[/tex]

where F is an antiderivative of [tex]f[/tex]

Physics, Chemistry, all engineering sciences, statistics, economics, finance, biology, computer science, linguistics, to name but a few, are all areas that would be a desert without the use of calculus.

Leibnitz and Newton worked to define the velocity of a planet moving on a curved trajectory. That was not possible without calculus, and both had to invent differential calculus. Differential calculus allows to compare quantities along a curve, and thus their time rate of change.

All of classical physics can be summarized in this operation. Given second derivative (which is Force/mass), find the position as a function of time. This process is called integration. Half of calculus is made with integration, the other half with derivation. All of classical physics rests on these two parts of the calculus.

Quantum mechanics, quantum field theory, electromagnetism, fluid mechanics all use integration and derivation and much more. I rest my case. I hope this helps you gauge the place that calculus occupies in science.

Answer:

so what i think is that *friendship​Step-by-step explanation:

Answer:

the answer to this question is 184cm^2 because the formula to find the area for a rectangular prism is A= BH so  we need to multiply 20 which is the base times 9.2 which is the height and when we do those steps of multiplying we get an answer of 184cm^2 so 184 cm^2 is hopefully the correct answer for this problem.

Step-by-step explanation: hopefully that is the correct and have a great day.

Pull out a factor of 1/n from the summand and the result follows.

[tex]\displaystyle \lim_{n\to\infty} \sum_{i=1}^n \frac{i^4}{n^5} = \lim_{n\to\infty} \frac1n \sum_{i=1}^n \left(\frac in\right)^4 = \boxed{\int_0^1 x^4 \, dx}[/tex]

Answer:

270

Step-by-step explanation:

 x = k/y     This is an inverse relationship with k = constant of proportion (or variation)

-9 = k/(-30)

k = -9  *  -30 = 270

Answer:

Constant of variation  = 270.

Step-by-step explanation:

y = k/x

-30 = k / -9

k = -30 * -9

k = 270

Answer:

b

Step-by-step explanation:

[tex] = \frac{68}{5} - \frac{18}{5} \\ [/tex]

[tex] = \frac{50}{5} \\ [/tex]

Change into lowest term

[tex]10...[/tex]

Answer:

Quadrant IV is always in the bottom right corner.

Answer:

20/39.

Step-by-step explanation:

There are a total of 13 students.

Prob(Boy is selected) = 8/13

Prob(Girl is then selected) = 5/12

So probability ( Boy selected then a girl)  = 8/13 * 5/12 = 10/39

- and the probability of Girl then a boy selected is also  10/39

So the required probability = 2 * 10/39

= 20/39.

the amount of maturity is 254583

Hey there!

12w = 102

DIVIDE 12 to BOTH SIDES

12w/12 = 102/12

SIMPLIFY IT!

w = 102/12

w = 102 ÷ 6 / 12 ÷ 6

w = 17 / 2

w = 8 1/2

Therefore, your answer should be:

w = 17/2

Good luck on your assignment & enjoy your day!

~Amphitrite1040:)

Answer:

0,5

Step-by-step explanation:

Answer:

There are a total of 144 students in soccer training.

Step-by-step explanation:

12x5=60

60-12=48

48=4/5

4/5=1/3

1/3 = 48

48x3= 144

The events A and B are independent events, and the values of P(A) and P(B) are 7/12 and 1/2, respectively

The event A is given as:

A : Sum greater than 6

In the sample space of a roll of two dice, there are 21 outcomes that are greater than 6, out of a total of 36 outcomes

This means that:

P(A) = 21/36

Simplify

P(A) = 7/12

The event B is given as:

B : Sum is divisible by 2

In the sample space of a roll of two dice, there are 18 outcomes that are divisible by 2, out of a total of 36 outcomes

This means that:

P(B) = 18/36

Simplify

P(B) = 1/2

Hence, the probability values of P(A) and P(B) are 7/12 and 1/2, respectively

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From the graph, we concluded that line passes through the points (0, 3) and (1, 4) respectively.

So, slope of the line (m) passing through the points (a, b) and (c, d) is

m = d - b/ c - a

m = 4 - 3 / 1 - 0 = 1/1 = 1

Also, line makes an intercept of 3 units in positive direction of y - axis.

So, c = 3

y = mx + c

y = 1 × x + 3

We know, Equation of line passing through the points (a,b) and (c, d) is given by

y - b = d - b / c - a (x - a)

a = 0

b = 3

c = 1

d = 4

y - 3 = 4 - 3 /1 - 0 ( x - 0 )

y - 3 = 1/1 ( x - 0 )

y - 3 = x

1. Equations of horizontal and vertical lines

Equation of line parallel to x - axis passes through the point (a, b) is y = b.

Equation of line parallel to y - axis passes through the point (a, b) is x = a.

Equation of line passing through the point (a, b) having slope m isy - b = m(x - a)

Equation of line which makes an intercept of c units on y axis and having slope m is y = mx + c.

Equation of line which makes an intercept of a and b units on x - axis and y axis respectively is x/a + y/b = 1.

Equation of line which is at a distance of p units from the origin and perpendicular makes an angle B with the positive X-axis is x cosB + y sinB = p.

Answer:  6 inches equals 0.16666667 yards, or about 0.2 yards.

Step-by-step explanation: 1 yard equals 36 inches. By that reasoning, we can divide 6 by 36, since we are trying to find out how many yards are in 6 inches.

6/36 = 0.16666667

The answer is 0.16666667 yards, or about 0.2 yards.

Answers:

BD = 6

AC = 7.5

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

Work Shown:

BD/BA = BE/BC

x/9 = 4/6

6x = 9*4

6x = 36

x = 36/6

x = 6

BD = 6

---------

DE/AC = BE/BC

5/y = 4/6

5*6 = y*4

30 = 4y

4y = 30

y = 30/4

y = 7.25

AC = 7.5

Answer:

B

Step-by-step explanation:

1.

- 9 < 2x + 1

- 10 < 2x

X > - 5

2.

2x + 1 < 5

2x < 4

X < 2

Answer:

The average mass of one coffee bag is 75kg.

Step-by-step explanation:

The lorry on its own weighs 3500kg.

If it weighs 7250kg alongside coffee bags, we can make the assumption that to find the total mass of the coffee bags, we must take the combined total and subtract the lorry's weight from it.

7250kg subtract 3500kg is 3750kg.

There are 50 coffee bags, so this is the mass of all 50.

If we want to find the mass of one coffee bag, we have to divide the mass of 50 coffee bags by 50.

3750kg divided by 50 is 75kg.

The average mass of one coffee bag is 75kg.