John can ride his bide 4 miles in 30
minutes. At his current rate, what is the
distance, in miles, John can ride his
bike in 12 minutes?

The correct option is A. [13(cos 22.6 - isin 22.6)] in which the modulus is 13 and the argument is 22.6 degrees.

Given the complex number z = 12 + 5i. We have to express this complex number in the polar form which is\[z=r\cos\theta + i\sin\theta\]where r is the modulus and θ is the argument of the complex number.

The modulus of the complex number is given by,|z|=√(12²+5²)=√(144+25)=√169=13

Therefore, the modulus of the complex number is 13.

Now, we need to find the argument of the complex number, which is given byθ=tan⁻¹(b/a)Where a and b are the real and imaginary parts of the complex number z.θ=tan⁻¹(5/12)So, θ=22.6 degrees. (approximate value)

Thus, the complex number z = 12 + 5i can be expressed as\[z=13\cos(22.6^{\circ}) + i\sin(22.6^{\circ})

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The expression is completed as (x-4)(x -7)

From the information given, we have that the polynomial is given as;

x² - 11x + 28

Using the factorization method, we have;

First, find the product of the coefficient of x squared and the constant value

Then, we have;

1(28) = 28

Now, find the pair factors of the product that adds up to -11, we have;

-7x and -4x

Substitute the values, we have;

x² - 7x - 4x + 28

Group in pairs, we get;

x(x-7) - 4(x - 7)

Then, we have the expressions as;

(x-4)(x - 7)

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Answer:

- 15pr

Step-by-step explanation:

- 5p(3r) ← means multiply 3r by - 5p

= - 5p × 3r

= - 5 × 3 × p × r

= - 15 × pr

= - 15pr

The values in the domain of fᵒg are all real numbers.

Therefore, the correct answer is: x - 6.

To determine the domain of the composite function fᵒg, we need to find the values of x that are valid inputs for the composition.

The composite function fᵒg represents applying the function f to the output of the function g. In this case, g(x) is equal to -9.

So, we substitute -9 into the function f(x) = √6x:

f(g(x)) = f(-9) = √6(-9) = √(-54)

Since the square root of a negative number is not defined in the set of real numbers, the value √(-54) is undefined.

Therefore, -9 is not in the domain of fᵒg.

To find the values in the domain of fᵒg, we need to consider the values of x that make g(x) a valid input for f(x).

Since g(x) is a constant function equal to -9, it does not impose any restrictions on the domain of f(x).

The function f(x) = √6x is defined for all real numbers, as long as the expression inside the square root is non-negative.

So, any value of x would be in the domain of fᵒg.

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Answer:

2π(5)(10) = 100π yd² = about 314 yd²

B is the correct answer.

a) Passed at least one subject: 100 students

b) Passed exactly two subjects: 90 students

c) Passed Geography and failed Mathematics: 20 students

d) Passed all three subjects: 15 students

e) Failed Mathematics given that they passed History: 30 students.

To solve this problem, let's draw a Venn diagram to visualize the information given:

In the Venn diagram above, the circles represent the three subjects: Mathematics (M), History (H), and Geography (G). The numbers outside the circles represent the students who did not pass that particular subject, and the numbers inside the circles represent the students who passed the subject. The numbers in the overlapping regions represent the students who passed multiple subjects.

Now, let's answer the questions:

a) Passed at least one subject:

To find the number of students who passed at least one subject, we add the number of students in each circle (M, H, and G), subtract the students who passed two subjects (since they are counted twice), and add the students who passed all three subjects.

Total = M + H + G - (M ∩ H) - (M ∩ G) - (H ∩ G) + (M ∩ H ∩ G)

Total = 70 + 60 + 45 - 30 - 25 - 35 + 15

Total = 100

Therefore, 100 students passed at least one subject.

b) Passed exactly two subjects:

To find the number of students who passed exactly two subjects, we sum the students in the overlapping regions (M ∩ H, M ∩ G, and H ∩ G).

Total = (M ∩ H) + (M ∩ G) + (H ∩ G)

Total = 30 + 25 + 35

Total = 90

Therefore, 90 students passed exactly two subjects.

c) Passed Geography and failed Mathematics:

To find the number of students who passed Geography and failed Mathematics, we subtract the number of students in the intersection of M and G from the number of students who passed Geography.

Total = G - (M ∩ G)

Total = 45 - 25

Total = 20

Therefore, 20 students passed Geography and failed Mathematics.

d) Passed all three subjects:

To find the number of students who passed all three subjects, we look at the overlapping region (M ∩ H ∩ G).

Total = (M ∩ H ∩ G)

Total = 15

Therefore, 15 students passed all three subjects.

e) Failed Mathematics given that they passed History:

To find the number of students who failed Mathematics given that they passed History, we subtract the number of students in the intersection of M and H from the number of students who passed History.

Total = H - (M ∩ H)

Total = 60 - 30

Total = 30

Therefore, 30 students failed Mathematics given that they passed History.

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Answer:

D. 45 square feet

Step-by-step explanation:

To find the surface area of a square pyramid, we need to find the area of the base and the area of the four triangular lateral faces.

First, let's find the area of the base (square).

[tex]\boxed{\begin{minipage}{7 cm}Base area = side length $\times$ side length\\ \\Base area = 3 $\times$ 3 \\ \\Base area = 9 square feet\end{minipage}}[/tex]

Now, let's find the area of the triangular lateral faces.

As stated in the problem, the slant height of the triangle is 6 feet. We can find the area of one triangular lateral face:

[tex]\text{Triangle area = $\frac{1}{2}$ $\times$ base $\times$ height}\\\\\text{Triangle area = $\frac{1}{2}$ $\times$ 3 $\times$ 6} \\\\\text{Triangle area = 9 square feet}[/tex]

Since there are four triangular lateral faces, we need to multiply this area by 4:

[tex]\text{Total lateral area = 4 $\times$ 9}\\\\\text{Total lateral area = 36 square feet}[/tex]

Finally, we add the base area and the total lateral area to find the total surface area of the pyramid:

[tex]\text{Total surface area = base area + total lateral area}\\\\\text{Total surface area = 9 + 36}\\\\\text{Total surfacel area = 45 square feet}[/tex]

So, the area of the square pyramid is 45 square feet. Which is option D.

________________________________________________________

Answer:

  D.  45 square feet

Step-by-step explanation:

You want the surface area of a square base pyramid with a side length of 3 feet and a slant height of 6 feet.

The area of a triangular face is given by ...

  A = 1/2bh . . . . . base b and height h

The area of the square base is given by ...

  A = s²

The total surface area of the pyramid is the area of the base plus the areas of the 4 triangular faces:

  total area = s² +4(1/2bh) . . . . where b = s

This can be simplified to ...

  total area = s(s +2h) . . . . . area of a square pyramid with slant height h

For the pyramid with a square base 3 ft on a side, and a slant height of 6 ft, the total area is ...

  total area = (3 ft)(3 ft + 2·6 ft) = (3 ft)(15 ft) = 45 ft²

The area of the pyramid is 45 square feet.

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Answer:

Step-by-step explanation:

To find the product of the given expression, we can use the rules of multiplication and apply them to each term within the parentheses:

(p^3)(2p^2 - 4p)(3p^2 - 1)

Expanding the expression, we multiply each term within the parentheses:

= p^3 * 2p^2 * 3p^2 - p^3 * 2p^2 * 1 - p^3 * 4p * 3p^2 + p^3 * 4p * 1

Simplifying further, we combine like terms and perform the multiplication:

= 6p^7 - 2p^5 - 12p^6 + 4p^4

Therefore, the product of (p^3)(2p^2 - 4p)(3p^2 - 1) is 6p^7 - 2p^5 - 12p^6 + 4p^4.

The product of the expressions (p^3)(2p^2 - 4p)(3p^2 - 1) is computed using the distributive property, resulting in 6p^7 - 12p^6 - 2p^5 + 4p^4.

To find the product of the given expressions: (p^3)(2p^2 - 4p)(3p^2 - 1), you will need to apply the distributive property, also known as the multiplication across addition and subtraction.

First, distribute p^3 across all terms inside the brackets of the second expression, then do the same with the result across the terms of the third expression.

Steps are as follows:

All together, it results in: 6p^7 - 12p^6 - 2p^5 + 4p^4. That is the product of the initial expressions.

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The central angle of the sector is 540°.

The area of the sector formula is A = (1/2) r² θ Where, A = Area of sector r = Radius of sectorθ = Central angle of sector Given that the radius of the sector is 10mm and area is 40/3 pie mm²

To find the measure of central angle θ, plug the given values in the formula as shown; A = (1/2) r² θ40/3 pie = (1/2)(10)² θ40/3 pie = (1/2)100 θ40/3 pie = 50θ (multiply by 3/40)θ = (3/40) × 40πθ = 3π.

So, the measure, in degrees, of the central angle of the sector is;θ = (180/π) × 3πθ = 540°Therefore, the central angle of the sector is 540°.

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A) The probability that a randomly selected student studies only mathematics would be 20/75.

B) The probability that a randomly selected student studies mathematics or physics would be (20 + X) / 75.

C) The probability that a randomly selected student does not study either of the two subjects would be (75 - (20 + X)) / 75.

D) The exact probability that a student studies mathematics and physics cannot be determined without knowing the number of students who study both subjects.

To determine the requested probabilities, we will use the information provided about the group of 75 students.

a) Study only mate:

We know that there are 20 students studying mathematics and physics, so the number of students studying only mathematics would be the total number of students studying mathematics (20) minus the number of students studying both subjects. Since no information is provided on the number of students studying both subjects, we will assume that none of the students study both subjects. Therefore, the number of students studying only mathematics would be 20 - 0 = 20.

The probability that a randomly selected student studies only mathematics would be 20/75.

b) Study math or physics:

To determine this probability, we need to add the number of students who study mathematics and the number of students who study physics, and then subtract the number of students who study both subjects (we again assume that none of the students study both subjects).

Number of students studying mathematics = 20

Number of students studying physics = X (not given)

Number of students studying both subjects = 0 (assumed)

Therefore, the number of students studying mathematics or physics would be 20 + X - 0 = 20 + X.

The probability that a randomly selected student studies mathematics or physics would be (20 + X) / 75.

c) That he does not study either:

The number of students not studying either subject would be the complement of the number of students studying mathematics or physics. So it would be 75 - (20 + X).

The probability that a randomly selected student does not study either of the two subjects would be (75 - (20 + X)) / 75.

d) To study math and physics:

Since no information is provided on the number of students studying both subjects, we cannot determine the exact probability that a student will study mathematics and physics.

In summary:

a) The probability that a randomly selected student studies only mathematics would be 20/75.

b) The probability that a randomly selected student studies mathematics or physics would be (20 + X) / 75.

c) The probability that a randomly selected student does not study either of the two subjects would be (75 - (20 + X)) / 75.

d) The exact probability that a student studies mathematics and physics cannot be determined without knowing the number of students who study both subjects.

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On Day 10, Kelly will have a total of 20 pennies in her penny jar.

To determine how many pennies Kelly will have on Day 10, we need to consider the progression of pennies added to her jar each day.

On Day 1, Kelly starts with 2 pennies. On Day 2, she adds 2 more pennies, resulting in a total of 2 + 2 = 4 pennies. This pattern continues, with 2 more pennies being added each day.

To find the number of pennies on Day 10, we can observe that the number of pennies on any given day can be calculated using the formula:

Number of pennies = Initial number of pennies + (Number of days - 1) * Number of pennies added per day

Using the provided information, we can substitute the values into the formula:

Number of pennies on Day 10 = 2 + (10 - 1) * 2

= 2 + 9 * 2

= 2 + 18

= 20

Therefore, on Day 10, Kelly will have a total of 20 pennies in her penny jar.

To summarize, starting with 2 pennies and adding 2 more pennies each day, Kelly will have a total of 20 pennies in her penny jar on Day 10.

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1. The limit of (sin3x)/(2x - sinx) as x approaches 0 is -27.

2. The limit of x^(-1)lnx as x approaches infinity is -1.

3. The limit of x/e^x as x approaches infinity is 0.

1. To find the limit of (sin3x)/(2x - sinx) as x approaches 0 using L'Hôpital's rule, we can differentiate the numerator and denominator separately and take the limit again:

Let's differentiate the numerator and denominator:

Numerator: d/dx (sin3x) = 3cos3x

Denominator: d/dx (2x - sinx) = 2 - cosx

Now, we can find the limit of the differentiated function as x approaches 0:

lim x->0 (3cos3x)/(2 - cosx)

Again, differentiating the numerator and denominator:

Numerator: d/dx (3cos3x) = -9sin3x

Denominator: d/dx (2 - cosx) = sinx

Taking the limit as x approaches 0:

lim x->0 (-9sin3x)/(sinx)

Now, substituting x = 0 into the function gives:

(-9sin0)/(sin0) = 0/0

Since we obtained an indeterminate form of 0/0, we can apply L'Hôpital's rule again.

Differentiating the numerator and denominator:

Numerator: d/dx (-9sin3x) = -27cos3x

Denominator: d/dx (sinx) = cosx

Taking the limit as x approaches 0:

lim x->0 (-27cos3x)/(cosx)

Now, substituting x = 0 into the function gives:

(-27cos0)/(cos0) = -27/1 = -27

Therefore, the limit of (sin3x)/(2x - sinx) as x approaches 0 is -27.

2. To find the limit of x^(-1)lnx as x approaches infinity using L'Hôpital's rule, we can differentiate the numerator and denominator separately and take the limit again:

Let's differentiate the numerator and denominator:

Numerator: d/dx (lnx) = 1/x

Denominator: d/dx (x^(-1)) = -x^(-2) = -1/x^2

Now, we can find the limit of the differentiated function as x approaches infinity:

lim x->∞ (1/x)/(-1/x^2)

Simplifying the expression:

lim x->∞ -x/x = -1

Therefore, the limit of x^(-1)lnx as x approaches infinity is -1.

3. To find the limit of x/e^x as x approaches infinity using L'Hôpital's rule, we can differentiate the numerator and denominator separately and take the limit again:

Let's differentiate the numerator and denominator:

Numerator: d/dx (x) = 1

Denominator: d/dx (e^x) = e^x

Now, we can find the limit of the differentiated function as x approaches infinity:

lim x->∞ (1)/(e^x)

Since the exponential function e^x grows much faster than any polynomial function, the denominator goes to infinity much faster than the numerator. Therefore, the limit of (1)/(e^x) as x approaches infinity is 0.

Thus, the limit of x/e^x as x approaches infinity is 0.

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The statement that is correct about the dot plots is that:

A) The distribution for Class M is approximately symmetric

A symmetric distribution in dot plots is defined as a distribution with a vertical line of symmetry in the center of the graphical representation, so that the mean is equal to the median.

A symmetric distribution is one that occurs when the values ​​of a variable occur at regular frequencies, and often the mean, median, and mode all occur at the same point. If we draw a line through the middle of the chart, we can see that the two planes mirror each other.  

Now, from the given two dot plots of class M and Class N, it is very clear that class M is very close to being symmetric about the data value 3.

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The midpoint of the line segment joining the pair of points (8, -8) and (-5, -1) is (1.5, -4.5).

To find the midpoint, we need to take the average of the x-coordinates and the average of the y-coordinates of the two given points.

For the x-coordinate: (8 + (-5))/2 = 3/2 = 1.5

For the y-coordinate: (-8 + (-1))/2 = -9/2 = -4.5

Thus, the midpoint of the line segment is (1.5, -4.5).

In more detail, the midpoint formula is derived by averaging the x-coordinates and y-coordinates separately. For a line segment with endpoints (x1, y1) and (x2, y2), the midpoint (xm, ym) is given by:

xm = (x1 + x2)/2

ym = (y1 + y2)/2

In this case, the x-coordinates are 8 and -5, and their average is (8 + (-5))/2 = 1.5. The y-coordinates are -8 and -1, and their average is (-8 + (-1))/2 = -9/2 = -4.5.  

Therefore, the midpoint of the line segment joining the two given points is (1.5, -4.5).

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Answer:

2147483648

Step-by-step explanation:

Write the geometric sequence as an explicit formula

[tex]8,\,32,\,128\rightarrow8(4)^0,8(4)^1,8(4)^2\rightarrow a_n=a_1r^{n-1}\rightarrow a_n=8(4)^{n-1}[/tex]

Find the n=15th term

[tex]a_{15}=8(4)^{15-1}=8(4)^{14}=8(268435456)=2147483648[/tex]

Answer:

The answer is, x= 145

Step-by-step explanation:

Since line BD passes through the center E of the circle, then the angle must be a right angle or a 90 degree angle.

Hence angle DAB must be 90 degrees

or,

[tex]angle \ DAB = 0.3(2x+10) = 90\\90/0.3 = 2x+10\\300 = 2x+10\\300-10=2x\\290=2x\\\\x=145[/tex]

Hence the answer is, x= 145

Answer:

Any equation that has the power of x at 1

Step-by-step explanation:

Since the function f(x) = -2x -3 +8 has an infinite range, so any other equation that only contains x^1 would work

Answer:

Volume : 300

Surface Area : 280

Step-by-step explanation:

Volume : 6*5*10

Surface Area : 50+50+30+30+60+60

Answer:

34.63

Step-by-step explanation:

The 2 in 34.6285 marks the hundredths place

We can round by seeing what number is to the right of it which is 8.

Since 8 is larger than 5, we round up by 1.

Thus, 34.63 is our answer

The answer is:

34.63

Work/explanation:

Rounding to the nearest hundredth means rounding to 2 decimal places (DP).

So we have 2 decimal places, and the 3rd one matters too because it will determine the value of the 2nd DP.

The third DP is 8. Since it's greater than 5, then the value of the 2nd DP will be rounded up. I will add 1 to it.

Remember that we round up when the digit that we're rounding to is followed by another digit that is greater than or equal to 5.

So we round :

[tex]\bf{34.6285 =\!=\!\!\! > 34.63}[/tex]

11. Yes, the information provided can be used to conclude that C is on the perpendicular bisector of AB because CE bisects AB.

12. Yes, the information provided can be used to conclude that C is on the perpendicular bisector of AB because C is equidistant from AB.

In Mathematics and Geometry, a perpendicular bisector can be used for bisecting or dividing a line segment exactly into two (2) equal halves, in order to form a right angle with a magnitude of 90° at the point of intersection.

Question 11.

By critically observing the geometric shape, we can logically deduce that the information provided can be used to conclude that C is on the perpendicular bisector of AB because CE bisects AB:

AC ≅ BC

CD ≅ CD

AE ⊥ EC

Question 12.

By critically observing the geometric shape, we can logically deduce that the information provided can be used to conclude that C is on the perpendicular bisector because C is equidistant from line segment AB.

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The pattern between the numbers 3, 20, 110, and 1715 can be found using a mathematical method. In order to get the following number from each, there is a sequence that must be applied.Let's take a look at the sequence that was used to generate these numbers:

The first number is multiplied by 2 and then increased by 14 to get the second number. For example:

3 x 2 + 14 = 20

Then, the second number is multiplied by 3 and 20, and 110 is added.

20 x 3 + 110 = 170

The third number is multiplied by 4 and then increased by 110.

110 x 4 + 110 = 550

Finally, the fourth number is multiplied by 5 and then increased by 110.

550 x 5 + 110 = 2825

Therefore, using the above formula, the next number in the sequence can be calculated:

1715 x 6 + 110 = 10400

As a result, the sequence of numbers 3, 20, 110, 1715, 10400 can be calculated using the mathematical formula stated above.

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The statistical questions for this problem are given as follows:

A question is classified as statistical if it can receive answers of data that vary, that is, questions that do not have an exact answer.

When the answer is exact, it must be composed by a set of data, such as the number of students that like football in each school, the number will vary for each school.

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Answer:

? = 157°

Step-by-step explanation:

the measure of the secant- secant angle KLM is half the difference of the intercepted arcs , that is

[tex]\frac{1}{2}[/tex] (CJ - KM) = ∠ KLM , that is

[tex]\frac{1}{2}[/tex] (? - 53) = 52° ( multiply both sides by 2 to clear the fraction )

? - 53° = 104° ( add 53° to both sides )

? = 157°

The system has exactly one solution. The solution is (13, 8)

From the question, we have the following parameters that can be used in our computation:

Country A: -x + 20y = 147

Country B: -x + 10y = 67

Country C: y = 8

So, we have

-x + 20y = 147

-x + 10y = 67

y = 8

Substitute 8 for y in the first and second equations

So, we have

-x + 20 * 8 = 147

-x + 10 * 8 = 67

Evaluate the products

-x + 160 = 147

-x + 80 = 67

So, we have

x = 160 - 147

x = 80 - 67

Evaluate

x = 13

x = 13

Hence, the solution to the system of equations is (13, 8)

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Answer:

Step-by-step explanation:

x-intercept is where the line cuts the x-axis. That is, when y=0.

Substitute y=0 and we get:

       [tex]0=\frac{1}{3} x-1[/tex]

       [tex]1=\frac{1}{3} x[/tex]

       [tex]x=3[/tex]

So x-intercept is the point (3,0).

Step-by-step explanation:

87,959 ==> 88,000 is the nearest hundred

The answer is:

Work/explanation:

When rounding to the nearest hundredth, round to 2 decimal places (DP).

Which means we should round to 5.

5 is followed by 9, which is greater than or equal to 5. So, we drop 9 and add 1 to 5 :

87. 96

In order to achieve a profit of $123,525, the Vilas County News would require a subscriber base of 6,355,500 individuals.

Let's break down the problem step by step to find the number of subscribers needed to bring a total profit of $123,525.

First, we know that the Vilas County News earns a profit of $20 per year for each of its 3,000 subscribers. This means that the current profit from the 3,000 subscribers is $20 x 3,000 = $60,000.

Management projects that the profit per subscriber would increase by 1¢ for each additional subscriber over the current 3,000. This means that for every additional subscriber, the profit increases by $0.01. Therefore, we need to find how many additional subscribers are required to reach a total profit of $123,525 - $60,000 = $63,525.

To find the number of additional subscribers needed, we divide the additional profit required by the increase in profit per subscriber: $63,525 / $0.01 = 6,352,500.

However, we need to remember that this number represents the total number of additional subscribers needed, not the final total number of subscribers. To find the final total number of subscribers, we add the additional subscribers to the current number of subscribers: 6,352,500 + 3,000 = 6,355,500.

Therefore, to bring a total profit of $123,525, the Vilas County News would need a total of 6,355,500 subscribers.

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