highlight formation of linear programming model​

The measures οf the three angIes are x = 51.43 degrees, y = 92.85 degrees, and z = 118.85 degrees.

A Iinear equatiοn is a mathematicaI equatiοn that describes a straight Iine in a twο-dimensiοnaI pIane.

We can use the infοrmatiοn given in the prοbIem tο fοrm a system οf three equatiοns with three variabIes. Let x, y, and z represent the measures οf the first, secοnd, and third angIes, respectiveIy.

Frοm the first piece οf infοrmatiοn, we knοw that: x + y + z = 180

Frοm the secοnd piece οf infοrmatiοn, we knοw that: y + z = 5x

Frοm the third piece οf infοrmatiοn, we knοw that: z = y + 26

We can substitute the third equatiοn intο the secοnd equatiοn tο eIiminate z:

y + (y + 26) = 5x

2y + 26 = 5x

2y = 5x - 26

y = (5x - 26)/2

We can substitute this expressiοn fοr y intο the first equatiοn tο eIiminate y and z:

x + (5x - 26)/2 + (5x - 26)/2 + 26 = 180

2x + 5x - 26 + 26 = 360

7x = 360

x = 51.43

We can substitute this vaIue οf x back intο the expressiοn fοr y tο find y:

y = (5x - 26)/2

y = (5(51.43) - 26)/2

y = 92.85

FinaIIy, we can use the equatiοn z = y + 26 tο find z:

z = y + 26

z = 92.85 + 26

z = 118.85

Therefοre, the measures οf the three angIes are x = 51.43 degrees, y = 92.85 degrees, and z = 118.85 degrees.

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The slope for the given point through which it passes through the graph is [tex]\frac{y_{2} - y_{1} }{x_{2} - x_{1} }[/tex] = infinity .

What about slope?

The slope of a line is a measure of its steepness. It is defined as the ratio of the vertical change (rise) between two points on the line to the horizontal change (run) between the same two points. In other words, it is the rate at which the line rises or falls as we move along it in the horizontal direction.

Define graph:

In mathematics, a graph is a visual representation of a set of data or mathematical relationships between variables. Graphs can be used to display and analyze data in a variety of formats, including line graphs, bar graphs, scatter plots, and pie charts.

According to the given information:

As, we know that the slope =  [tex]\frac{y_{2} - y_{1} }{x_{2} - x_{1} }[/tex]

⇒ In which the point given are (-1,8) and (-1,-4)

By putting the value of the given point we have that

⇒ [tex]\frac{-4-(8)}{-1-(-1)}[/tex] = infinity.

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Answer: sorry I can't see it.

Step-by-step explanation:

Answer:

It depends on the context of the problem and the interpretation of the ratio represented by the point (7, 8).

If we interpret the point (7, 8) as representing the ratio 7:8, then Adela's claim is incorrect. Adding the same number to both coordinates of the point would change the value of the ratio. For example, adding 1 to both coordinates would give the point (8, 9), which represents the ratio 8:9, which is not equivalent to 7:8.

However, if we interpret the point (7, 8) as representing a different type of ratio, such as the ratio of the distances from the point to two fixed points or the ratio of the areas of two shapes, then it may be possible to find an equivalent ratio by adding the same number to both coordinates of the point. In this case, Adela's claim could be correct.

Without more information about the context and interpretation of the ratio represented by the point (7, 8), it is difficult to determine the correctness of Adela's claim.

Answer:

C

.........................

Answer: the answer is A

Step-by-step explanation: The process of nuclear fusion is the union of two light atomic nuclei into one heavier one while releasing enormous quantities of energy.

Answer:

Step-by-step explanation:

The surface area of a sphere is given by the formula:

S = 4πr^2

where S is the surface area and r is the radius of the sphere.

We are given that the surface area of the sphere is 60 square feet. Using the formula above, we can solve for the radius:

60 = 4πr^2

Dividing both sides by 4π, we get:

15/π = r^2

Taking the square root of both sides, we get:

r = sqrt(15/π)

Using 3.14 as an approximation for π, we can evaluate this expression:

r ≈ sqrt(15/3.14)

r ≈ 2.20

Therefore, the best approximation for the radius of the sphere is 2.20 feet.

Answer:

Radius is 2.18

Step-by-step explanation:

;)

Answer:

Step-by-step explanation:

To calculate the amount of money Nathaniel needs to deposit today to fund this gift for his descendants, we can use the present value formula for a perpetuity:

Present Value = Annual Payment / Discount Rate

In this case, the annual payment is R380 000 and the discount rate (expected rate of return) is 6.45% in decimals, or 0.0645 as a fraction. So we can plug these values into the formula:

Present Value = R380 000 / 0.0645

This gives us a present value of approximately R5,899,225.68. Therefore, Nathaniel would need to deposit R5,899,225.68 today into the trust fund to provide R380 000 a year forever for his descendants, assuming a 6.45% expected rate of return.

By using chi-squared test, we can conclude that there is evidence of an association between breed and milk yield at the 5% significance level.

What is chi-squared test?

To perform a chi-squared test for independence between breed and milk yield, we need to set up the hypotheses:

Null hypothesis: There is no association between breed and milk yield.

Alternative hypothesis: There is an association between breed and milk yield.

We will use a significance level of 0.05.

To calculate the expected counts for each cell, we will use the formula: (row total x column total) / grand total.

The observed counts and expected counts are:

The grand total is 100.

The degrees of freedom for the test are (number of rows - 1) x (number of columns - 1) = (2 - 1) x (3 - 1) = 2.

Using a chi-squared distribution table or calculator, we find the critical value for a chi-squared test with 2 degrees of freedom and a 0.05 significance level to be 5.99.

To calculate the test statistic, we use the formula:

chi-squared = [tex]sum((observed\ count - expected\ count)^2 / expected\ count)[/tex]

The calculated value of chi-squared is:

[tex]chi-squared = ((32-25.76)^2 / 25.76) + ((20-19.04)^2 / 19.04) + ((16-13.20)^2 / 13.20) + ((10-16.24)^2 / 16.24) + ((18-18.96)^2 / 18.96) + ((4-4.80)^2 / 4.80) = 10.92[/tex]

The degrees of freedom for the test are 2, and the critical value is 5.99.

Since the calculated value of chi-squared (10.92) is greater than the critical value (5.99), we reject the null hypothesis.

Therefore, we can conclude that there is evidence of an association between breed and milk yield at the 5% significance level.

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Answer:

0.167

Step-by-step explanation:

if you divide 30/180 it will get you a decimal of 0.166666667 but if you were to divide 180 by 30 you will get 6

technecaly your answer would be 0.166666667 but you only take the first number in the decimal which is 0.1 then take six 0.16 then add the 7 0.167

that should end up being your answer if i did the math right

Answer:

Step-by-step explanation:

5/12 * 6/15 =30/180

1/6=1/6

which is true, Right-hand side is equal to left-hand side

The true statement about the parallelogram is (c) Yes, because adjacent sides are congruent.

Given that

Figure ABCD is a parallelogram

Such that

Side lengths = 5 cm

This means that

The figure is a square

As a general rule

All squares can be classified as rhombus

This is because a rhombus is a quadrilateral with all four sides of equal length and square is a type of rhombus in which all four sides are equal in length

Hence, the true statement is (c)

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The differentiation of the variable y is equal to  [tex]\frac{1}{2} ( \frac{y^{2}-4x^{3}-4xy^{2} }{2x^{2} y+2y^{3}-xy } )[/tex]  for the differential equation.

Given equation: [tex](x^{2} +y^{2} )^{2} = 2xy^{2}[/tex]

differentiate with respect to x

2 [tex](x^{2} + y^{2})[/tex] [ [tex]2x+2y.\frac{dy}{dx}[/tex] ] =[ (1).[tex]y^{2}[/tex] + [tex]x (2y) + \frac{dy}{dx}[/tex] ]

4 [tex](x^{2} + y^{2})[/tex] [ [tex]x+y \frac{dy}{dx}[/tex] ] = [tex]y^{2}[/tex] + [tex]2xy \frac{dy}{dx}[/tex]

4( [tex]x^{3} + x^{2} y \frac{dy}{dx} + xy^{2} + y^{3} \frac{dy}{dx}[/tex] ) = [tex]y^{2}[/tex] + [tex]2xy \frac{dy}{dx}[/tex]

[tex]4x^{3} +4 x^{2} y \frac{dy}{dx} +4 xy^{2} +4 y^{3} \frac{dy}{dx}[/tex] = [tex]y^{2}[/tex] +  [tex]2xy \frac{dy}{dx}[/tex]

[tex]4x^{2}y \frac{dy}{dx}[/tex] + [tex]4y^{3}[/tex] [tex]\frac{dy}{dx}[/tex] - [tex]2xy\frac{dy}{dx}[/tex] = [tex]y^{2} - 4x^{3} - 4xy^{2}[/tex]

[tex](4x^{2}y + 4y^{3} - 2xy )[/tex]  [tex]\frac{dy}{dx}[/tex] =  [tex]y^{2} - 4x^{3} - 4xy^{2}[/tex]

[tex]\frac{dy}{dx}[/tex]  = [tex]y^{2} - 4x^{3} - 4xy^{2}[/tex] / [tex](4x^{2}y + 4y^{3} - 2xy )[/tex]

[tex]\frac{dy}{dx}[/tex] = [tex]\frac{1}{2} ( \frac{y^{2}-4x^{3}-4xy^{2} }{2x^{2} y+2y^{3}-xy } )[/tex]

Hence solved. The differentiation for the given differential equation is done using the technique of implicit differentiation. The differentiation of the variable y is equal to  [tex]\frac{1}{2} ( \frac{y^{2}-4x^{3}-4xy^{2} }{2x^{2} y+2y^{3}-xy } )[/tex]  for the differential equation.

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Step-by-step explanation:

given quadratic equation is

simplification,

by using,

[tex]y^\frac{1}{2} -6y^\frac{1}{4} +8=0

\\ y^\frac{1}{2} -6y^\frac{1}{4} = - 8 \\

[/tex]

[tex]square[/tex]

[tex] \\ {(y^\frac{1}{2} -6y^\frac{1}{4})}^{2} = {(- 8)}^{2}[/tex]

[tex]y + 36 {y}^{ \frac{1}{2}} \: [/tex]

If her hοuse actually 56 feet wide, then scale οf her drawing is scale = 56 feet / (drawing width)

The slοpe is a mathematical cοncept that refers tο the steepness οf a line. It is cοmmοnly denοted by the letter "m" and can be calculated using the fοrmula:      

slοpe (m) = (change in y) / (change in x)

Withοut having the actual measurements οf the drawing, we cannοt determine the scale.

Tο find the scale οf a drawing, yοu need tο knοw the actual measurements οf the οbject being drawn as well as the cοrrespοnding measurements in the drawing. Fοr example, if yοu knοw that the actual width οf Rοse's hοuse is 56 feet and the width οf the hοuse in the drawing is 8 inches, yοu can determine the scale by using the fοllοwing fοrmula:

scale = actual width/drawing width

Using this fοrmula with the given infοrmatiοn, we get:

scale = 56 feet / (drawing width)

Therefοre, we dο nοt have the drawing width, we cannοt calculate the scale.

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Answer: 566.55 US dollars

Step-by-step explanation: i think, please give 5 stars

Answer:

1x

Step-by-step explanation:

Firstly lets expand the brackets for the equation

(x - 7 )2 = 36

If we multiply what's in the brackets by 2 we get this:

2x - 14 = 36

Add 14 to both sides:

2x = 50

Divide both sides by 2:

x = 25

Answer = 1x (Only possible solution

Answer:

The two solutions to the given equation are x = 13 and x = 1.

Step-by-step explanation:

To solve the given equation (x - 7)² = 36, begin by square rooting both sides:

[tex]\implies \sqrt{(x-7)^2}=\sqrt{36}[/tex]

[tex]\implies x-7=\pm6[/tex]

Now add 7 to both sides of the equation:

[tex]\implies x-7+7=\pm6+7[/tex]

[tex]\implies x=7\pm6[/tex]

Therefore, the two solutions are:

[tex]\implies x=7+6=13[/tex]

[tex]\implies x=7-6=1[/tex]

The total distance that the water tanker has covered in March of 2022 is given as follows:

1860 kilometers.

Velocity is given by the change in the distance divided by the change in the time, hence the following equation is built to model the relationship between these three variables:

v = d/t.

The parameters for this problem are given as follows:

Hence the total distance is then obtained as follows:

d = v x t

d = 60 x 31

d = 1860 kilometers.

The complete question is:

"Assuming that the water tanker travels an average of 60 kilometers a day, calculate the total distance that the water tanker has covered in March 2022​".

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Answer:1 and 2

Step-by-step explanation:

so, they asked 50 students and then that was later broke down to smaller groups.

10,15,25

so, for every 10 students will be one. 1 vote= 10 students.

also, the dinosaur had the greatest number of votes so that explains answer 2.

The domain is all real numbers, The range is all real numbers and There is one y-intercept is true from the given option in context of all linear functions. option B. The domain is all real numbers, C. The range is all real numbers , and E. There is one y-intercept is right choice.

All linear functions have a domain that includes all real numbers, a range that includes all real numbers, and exactly

one y-intercept.

The rate of change of a linear function is non-zero only if the function is not constant (i.e. its slope is not zero).

However, there are linear functions that have a slope of zero, such as the function f(x) = 2, which is a horizontal line.

This means that statement A is not true of all linear functions.

Furthermore, there are linear functions that have no x-intercept (if the line is parallel to the x-axis) or that have more

than one x-intercept (if the line intersects the x-axis more than once).

Therefore, statement D is also not true of all linear functions.

The correct answers to this question are B. The domain is all real numbers, C. The range is all real numbers , and E. There is one y-intercept.

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Answer:

7.2

Step-by-step explanation:

The 1 looks at the number to the right of it. If the number to the right is 5 or more, the 1 moves up to a 2. Hope this  helps!

Felicia swims 0.43 miles, walks 0.0057 miles and runs 0.57 miles. The solution has been obtained by using arithmetic operations.

What are arithmetic operations?

The four fundamental operations, often known as "arithmetic operations," are said to adequately describe all real numbers. The mathematical operations following division, multiplication, addition, and subtraction are quotient, product, sum, and difference.

We are given that she swims 15 laps in a pool where each lap is 50 yards.

By using arithmetic operations, we get

Total yards = 15 * 50 = 750 yard

We know that 1 mile = 1760 yards

So,

750 yards = 0.43 miles

She walks 30 feet.

We know that 1 mile = 5280 feet

So,

30 feet = 0.0057 miles

She runs 5 laps around an indoor track that is 600 feet long.

So, total feet she ran = 5 * 600 = 3000 feet

We know that 1 mile = 5280 feet

So,

3000 feet = 0.57 miles

Hence, she swims 0.43 miles, walks 0.0057 miles and runs 0.57 miles.

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Reflections, rotations, and translations are all transformations that change the position and/or orientation of a geometric figure.

In mathematics, reflection is a transformation that flips a figure over a line called the line of reflection. This line acts like a mirror, reflecting the original figure onto the opposite side of the line.

Reflections, rotations, and translations are all transformations that change the position and/or orientation of a geometric figure.

Reflections (also known as flips) change the orientation of a figure by flipping it across a line of reflection, which acts like a mirror.

Rotations change the orientation of a figure by rotating it around a fixed point. The figure stays the same shape and size, but its position and orientation in space changes.

Translations (also known as slides) change the position of a figure by sliding it along a straight line without changing its orientation or shape.

All of these transformations are important in geometry and other fields, such as physics and computer graphics, and can be used to describe the motion and properties of geometric objects.

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The equivalent fraction for 2/3 is 8/12.

Equivalent fraction of a given fraction is got by multiplying or dividing its numerator and denominator by the same whole number. For example, if we multiply the numerator and denominator of 2/3 by 4 we get. 2/3 = 2×4 / 3×4 = 8/12 which is an equivalent fraction of 2/3.

There are 1,350 desks in 45 classrooms that each have 6 rows of 5 desks.

An expression contains one or more terms with addition, subtraction, multiplication, and division.

We always combine the like terms in an expression when we simplify.

We also keep all the like terms on one side of the expression if we are dealing with two sides of an expression.

Example:

1 + 3x + 4y = 7 is an expression.com

3 + 4 is an expression.

2 x 4 + 6 x 7 – 9 is an expression.

33 + 77 – 88 is an expression.

We have,

Each classroom has 6 rows of 5 desks.

So the total number of desks in one classroom.

= 6 rows x 5 desks per row

= 30 desks

To find the total number of desks in 45 classrooms, we can multiply the number of desks in one classroom by the number of classrooms.

= 30 desks per classroom x 45 classrooms

= 1,350 desks

Therefore,

There are 1,350 desks in 45 classrooms that each have 6 rows of 5 desks.

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We will use sine function, and length of the opposite side is [tex]\frac{25\sqrt{3}}{2}$[/tex] feet.

To solve for the opposite side of the right triangle, we would use the sine function. In a right triangle, the sine of an angle is defined as the ratio of the length of the opposite side to the length of the hypotenuse.

In this problem, we are given that one angle of the right triangle is 60 degrees and the hypotenuse is 25 feet. Let's label the opposite side as x and the adjacent side as y. Then we can use the sine function:

[tex]$\sin 60^\circ = \frac{x}{25}$[/tex]

Simplifying the left side, we have:

[tex]$\frac{\sqrt{3}}{2} = \frac{x}{25}$[/tex]

Multiplying both sides by 25, we get:

[tex]$x = \frac{25\sqrt{3}}{2}$[/tex]

Therefore, the length of the opposite side is [tex]\frac{25\sqrt{3}}{2}$[/tex] feet.

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Answer:

4/8 in lowest terms is 1/2.

Step-by-step explanation:

Answer: 1/2

4/8 is equivalent to 1/2

Answer: 5kg

Step-by-step explanation:

If Ms. Walker has 15 kilograms of clay that she wants to distribute evenly among 3 students, all you need to do is divide 15 by 3. Doing so, we get:

15 kg / 3 = 5 kg

Therefore, each student will receive 5 kilograms of clay.

The mass of clay that each student will get is 5kg.

Here, the given questions ask for a solution that deals with the concept of  the basic principle of division. hence implementing the principle we can see that,

The given total amount of clay by Ms. walker is 15 kilograms(kg).

Furthermore, this total amount of clay needs to be divided equally between the  3 students.

Then, let the mass of clay given to each student equally be denoted by M in  the equation to find out the solution can be written as

M = Total amount of clay ÷ Total number of students

Then,

M = 15 ÷ 3

M = 5 kg

Therefore, The mass of clay that each student will get is 5kg.

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The type of transformation represented in the figure is the translation transformation i.e. (c) none of these

Given the triangles ABC and A'B'C'

The transformation between the triangles is translation

The translation transformation is a type of transformation that moves an object without changing its size, shape, or orientation.

This transformation involves sliding an object in a particular direction by a certain distance, either horizontally or vertically.

In this case, the direction is horizontally and vertically

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Step-by-step explanation:

so, it is

sqrt(y + 3) = sqrt(y) + sqrt(3)

first we square both sides :

y + 3 = y + 3 + 2×sqrt(y)×sqrt(3) =

= y + 3 + 2×sqrt(3y) =

= y + 3 + sqrt(4×3y) = y + 3 + sqrt(12y)

0 = sqrt(12y)

we square again :

0² = 12y

0/12 = 0 = y

The missing values that make this statement true are as

x² + 9x + 14,  x² - 3x - 10

x² - 2x - 15,   x² + 10x + 21

What is the quadratic equation?

A quadratic equation is a second-degree polynomial equation of the form ax² + bx + c = 0, where a, b, and c are constants and x is the variable. The term "quadratic" comes from the Latin word "quadratus," which means "square."

First, let Xa, Xb, Xc, Xd = each factor

Xd = each factor which shows In the graph

Then, we can know that

Xa, Xb are the roots of x² + ___x + 14

Xb, Xd are the roots of x²= 3x - __

Xc, Xd are the roots of x² - __x - 15

Xa, Xc are the roots of x² + 10x + __

Xa * Xb = 14           Xd = 15/10 +Xa

Xb+ Xd = 3            14/Xa + 15/10 +Xa = 3

Xc* Xd = - 15          140 + 29Xa/Xa(10+Xa)

Xa + Xc = -10x        140 + 29Xa = 30Xₐ + 3Xₐ²

Xb = 14/Xa             3Xₐ² + Xₐ² - 140 = 0

14/Xa + Xd = 3       Xa1 = -7   Xa2 = 20/3

Xd = -15/-3             Xb1 = -2   Xb2 = 21/10

Xc = -10 -X1            Xc1 = -3    Xc2 = -30/3

Xc1 = -3     Xc2 = -30/3

Xd1 = 5         Xd2=9/10

There are two kinds of answers.

1) x² + 9x + 1x           Xa1 + Xb1 = -9

x² - 3x + 10           Xb1 * Xd1 = -10

x² - 2x - 15           Xc1 + Xd1 = 2

x² + 10x + 21           Xa1 * Xc1 = 21

2)

x² - (263/30)x + 14           Xa2 * Xb2 = 263/30

x² - 3x - (-189/100)           Xb2 * Xd2 = 189/100

x² - (413/30)x - 15           Xc2 + Xd2 = 413/30

x² + 10x + (1000/9)           Xa2 * Xc2 = 1000/9

Hence, the missing values that make this statement true are as

x² + 9x + 14,  x² - 3x - 10

x² - 2x - 15,   x² + 10x + 21

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