51.5:1.2=
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What is the answer to 1.5 divided by 1.2

Answer:

$112

Step-by-step explanation:

$320 X .35= $112

Answer:

53

Step-by-step explanation:

Alternate interior angles are the same value.

Answer:

[tex]\mathbf{\int _c (x+6y)\ dx + x^2 \ dy = \dfrac{91}{6}}[/tex]

Step-by-step explanation:

The integral of the curve is given as:

[tex]\int (x +6y) \ dx +x^2 \ dy[/tex]

Where the line segment from (0,0) to (6,1) is:

0 < x < 6 and [tex]y = \dfrac{x}{6} \implies dy = \dfrac{dx}{6}[/tex]

Thus;

[tex]\int ^{6,1}_{0,0} (x+ 6 * \dfrac{x}{6}) \ dx + \dfrac{x^2*dx}{6 } = \int^6_0 (x+x+\dfrac{x^2}{6}) \ dx[/tex]

[tex]\int^6_0 (x+x+\dfrac{x^2}{6}) \ dx = \int^6_0 (2x +\dfrac{x^2}{6}) \ dx[/tex]

[tex]\int^6_0 (x+x+\dfrac{x^2}{6}) \ dx = \begin {bmatrix} \dfrac{2x^2}{2}+\dfrac{x^3}{18} \end {bmatrix}^6_0[/tex]

[tex]\int^6_0 (x+x+\dfrac{x^2}{6}) \ dx = \begin {bmatrix} x^2+\dfrac{x^3}{18} \end {bmatrix}^6_0[/tex]

[tex]\int^6_0 (x+x+\dfrac{x^2}{6}) \ dx = \begin {bmatrix} (6)^2+\dfrac{(6)^3}{18} \end {bmatrix}[/tex]

[tex]\int^6_0 (x+x+\dfrac{x^2}{6}) \ dx = \begin {bmatrix} 36+12 \end {bmatrix}[/tex]

[tex]\int^6_0 (x+x+\dfrac{x^2}{6}) \ dx =48 --- (1)[/tex]

Similarly; at (6,1) to (7,0)

[tex]\implies 6 \leq x \leq 7 \ and \ y = -x +7[/tex]

Thus; the integral can be computed as :

[tex]\int ^{(7,0)}_{(6,1)} \ (x+6(-x+7)) \ dx + x^2 (-dx) = \int^7_6 (-5x +42 -x^2) \ dx[/tex]

[tex]\int^7_6 (-5x +42 -x^2) \ dx= \begin {bmatrix}- \dfrac{5x^2}{2}+ 42x -\dfrac{x^3}{3} \end {bmatrix}^7_6[/tex]

[tex]\int^7_6 (-5x +42 -x^2) \ dx= \begin {bmatrix}- \dfrac{5(7^2-6^2)}{2}+ 42(7-6) -\dfrac{(7^3-6^3)}{3} \end {bmatrix}[/tex]

[tex]\int^7_6 (-5x +42 -x^2) \ dx= \begin {bmatrix}- \dfrac{5(49-36)}{2}+ 42(1) -\dfrac{(343-216)}{3} \end {bmatrix}[/tex]

[tex]\int^7_6 (-5x +42 -x^2) \ dx= \begin {bmatrix}- \dfrac{5(13)}{2}+ 42 -\dfrac{(127)}{3} \end {bmatrix}[/tex]

[tex]\int^7_6 (-5x +42 -x^2) \ dx= \begin {bmatrix}- \dfrac{-195+252-254}{6}\end {bmatrix}[/tex]

[tex]\int^7_6 (-5x +42 -x^2) \ dx= - \dfrac{-197}{6} --- (2)[/tex]

By adding (1) and (2) ; we have:

[tex]\int _c (x+6y)\ dx + x^2 \ dy = 48 + (-\dfrac{197}{6})[/tex]

[tex]\int _c (x+6y)\ dx + x^2 \ dy = (\dfrac{288-197}{6})[/tex]

[tex]\mathbf{\int _c (x+6y)\ dx + x^2 \ dy = \dfrac{91}{6}}[/tex]

Answer:

(6,0)

Step-by-step explanation:

Answer:

5/2

Step-by-step explanation:

The line crosses two points: (0,1) and (5,3)

You can then use the slope-point formula to find the slope:

(x1 - x2)/(y1 - y2) =

(0 - 5)/(1 - 3) =

-5/-2 =

5/2

Answer:

The slope of the line is 2/5

Step-by-step explanation:

Start counting where the y-intercept is. The y-intercept is at (0,1). The line is positive since it is increasing from left to right, so you need to count up and then to the right in order to find the slope. You need to find a point where the line intercepts a coordinate point directly on the line. If you look at the point (5,3) it is directly on the intersection that runs up and down. Start at 1 and count 2 up and 5 to the right. You will end up on the point (5,3). Hope this helps. Ask more questions if you need to

Answer:

The area of Micah's flag, in square units, would be 44² units.

Answer:

b. 20 songs

Step-by-step explanation:

when you look at (0,0), the y-intercept is 20, so that is the initial starting point.

Answer:

10.50×5=52.50 255-52.50=202.50

Step-by-step explanation:

well if 10.50 is taken for 5 months he will have 202.50 because 255-52.50=202.50

Answer:

167688 ways

Step-by-step explanation:

Given that:

Number of boys = 17 &;

Number of girls = 19

The number of ways that five students can be chosen such that more boys than girls are selected are:

The ways of choosing = 5 boys 0 girls + 4 boys 1 girl + 3 boys 2 girls

The ways of choosing = [tex]^{17}C_5 +( ^{17}C_4 \times ^{19}C_1} )+( ^{17}C_3 + ^{19}C_2})[/tex]

The ways of choosing = [tex]\dfrac{17!}{5!(17-5)!} + \begin {pmatrix} \dfrac{17!}{4!(17-4)!} \times \dfrac{19!}{1!(19-1)!} \end {pmatrix} + \begin {pmatrix} \dfrac{17!}{3!(17-3)!} \times \dfrac{19!}{2!(19-2)!} \end {pmatrix}[/tex]

[tex]=\dfrac{17!}{5!(12)!} + \begin {pmatrix} \dfrac{17!}{4!(13)!} \times \dfrac{19!}{1!(18)!} \end {pmatrix} + \begin {pmatrix} \dfrac{17!}{3!(14)!} \times \dfrac{19!}{2!(17)!} \end {pmatrix}[/tex]

[tex]=\dfrac{17*16*15*14*13*12!}{5!(12)!} + ( \dfrac{17*16*15*14*13!}{4!(13)!} \times \dfrac{19*18!}{1!(18)!} ) + ( \dfrac{17*16*15*14!}{3!(14)!} \times \dfrac{19*18*17!}{2!(17)!} )[/tex][tex]=6188 + ( 2380\times19 ) + (680 \times171)[/tex]

= 167688 ways

Using the combination principle, the number of ways of selecting 5 students such that the number of boys is greater the number of girls selected ls 167688 ways.

Number of selections to be made = 5

In other to choose more boys than girls :

Using the combination relation :

(17C5 × 19C0) + (17C4 × 19C1) + (17C3 × 19C2)

(6188 × 1) + (2380 × 19) + (680 × 171)

(6188 + 45220 + 116280)

= 167688 ways

Therefore, the Number of ways of making the selection is 167688 ways

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Complete question is;

Choose the three formulas that can be used to describe complementary events. Select the three formulas that can be used to describe complementary events.

A. P(E') = 1 - P(E)

B. P(E) - P(E') = 1

C. P(E) + P(E') = 1

D. P(E) = 1/P(E')

E. P(E) = 1 - P(E')

F. P(E)/P(E') = 1

G. P(E') = 1/P(E)

Answer:

Options A, C & E

Step-by-step explanation:

For the probability of an event E which is denoted by: P(E).

In complementary events, the complement of E is denoted by: P(E').

Now, the complement means the outcome that Event E does not occur.

This means that the sample space is 1.

Thus;

P(E) + P(E') = 1

It can be rewritten as;

P(E') = 1 - P(E)

It can also be written as;

P(E) = 1 - P(E')

The correct options are; A, C & E

Answer:

wqhyrvy55

Step-by-step explanation:

Answer:

x= 5

Step-by-step explanation:

10(5)+50+80=180

Multiply the 5 by 10

10*5=50

50+50+80=180

Isolate the variable by dividing each side by factors that don't contain the variable.

Answer:

x=5

Step-by-step explanation:

10x+50+80=180

combine 10x(50+80)=180, 10x+130=180

subtract 10x(130-130)=(180-130), 10x=50

divide 10 by 50 to find x=5

hope the step by step helps

Answer:

is this a question?

Step-by-step explanation:

yes it dropped 8°F

Answer:

Please answer my questions you'll get points

Answer:

The smaller angle is 39, the other is 51

Step-by-step explanation:

Answer:

7 miles per minute

hope this helped :)

Answer:

Third answer option

{(1,2), (-2, 2), (-2, 4), (-4,4)}

Step-by-step explanation:

If the Domain is the set = { -4, -2, 1}, we need a relationship that shows pairs with first coordinates as described below:

(-4, ...) , (-2, ...) and (1, ...)

which we find in the third option shown:

{(1,2), (-2, 2), (-2, 4), (-4,4)}

Answer:

1) B. at 0 and 3 only

2) D. 2eˣcosx

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Calculus

Derivatives

Derivative Notation

Derivative of a constant is 0

Basic Power Rule:

Derivative Property [Addition/Subtraction]:                                                          [tex]\displaystyle \frac{d}{dx}[f(x) + g(x)] = \frac{d}{dx}[f(x)] + \frac{d}{dx}[g(x)][/tex]

Derivative Rule [Product Rule]:                                                                              [tex]\displaystyle \frac{d}{dx} [f(x)g(x)]=f'(x)g(x) + g'(x)f(x)[/tex]

Trig Derivative: [tex]\displaystyle \frac{d}{dx}[sinu] = u'cosu[/tex]

Trig Derivative: [tex]\displaystyle \frac{d}{dx}[cosu] = -u'sinu[/tex]

eˣ Derivative: [tex]\displaystyle \frac{d}{dx} [e^u]=e^u \cdot u'[/tex]

Step-by-step explanation:

*Note:

Velocity is the derivative of position.

Acceleration is the derivative of velocity.

Question 1

Step 1: Define

s(t) = t⁴ - 6t³ - 2t - 1

Step 2: Differentiate

Step 3: Solve

Question 2

Step 1: Define

f(x) = eˣ(sinx + cosx)

Step 2: Differentiate

Topic: AP Calculus AB/BC (Calculus I/II)

Unit: Derivatives

Book: College Calculus 10e

Answer:

The point-slope form of the equation of the line with slope 3 passing through the point (1, 2)

Step-by-step explanation:

point-slope formula, which states that given a point (x1, y1) and a slope m, the equation of the line can be written as y - y1 = m(x - x1)

y - 2 = 3(x - 1

Answer:

you can make 4 servings because 1 quart is 4 cups

Answer:

what lesson in math is this??

Double angle identity for sine:

sin(2x) = 2 sin(x) cos(x)

So rewrite the equation as

sin(2x) = cos(x)

2 sin(x) cos(x) = cos(x)

2 sin(x) cos(x) - cos(x) = 0

cos(x) (2 sin(x) - 1) = 0

There are two cases,

cos(x) = 0   or   2 sin(x) - 1 = 0

cos(x) = 0   or   sin(x) = 1/2

In the interval 0º ≤ x < 180º, we have cos(90º) = 0 and sin(30º) = sin(150º) = 1/2, so the possible values are 30º, 90º, or 150º.

Answer:

D. 30°, 90°, or 150°

Step-by-step explanation:

got it right on edge :)

awnser:25%

because 4/100=25

The probability of the number rolled is a "1" OR a "2" is,

⇒ 1/2

The term probability refers to the likelihood of an event occurring. Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.

We have to given that;

You roll a special 4-sided die.

Now, After roll a special 4-sided die, the probability to get 1 is,

⇒ 1/4

And, After roll a special 4-sided die, the probability to get 1 is,

⇒ 1/4

Hence, The probability of the number rolled is a "1" OR a "2" is,

⇒ 1/4 + 1/4

⇒ 2/4

⇒ 1/2

Learn more about the probability visit:

https://brainly.com/question/13604758

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Answer:

thermal conductors conduct/ transfer heart

thermal insulators contain/prevent the transfer of heat

Answer:

If its asking for hectors age, then its 152/8=19

Step-by-step explanation:

Answer:

144

Step-by-step explanation:

152-8

Answer:

this is the right answer ..ok

Answer:

I gues answer is 4( factor)

Answer:

8

Step-by-step explanation:

Choice B.   [-5, -4]

Choice D.  [1, 2]

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

Explanation:

We're looking for portions when the graph goes downhill when we move from left to right.

The first portion is from x = -5 to x = -4. So we write [-5, -4] which represents [tex]-5 \le x \le -4[/tex]

The second portion is [1, 2] which goes downhill since the interval starts at x = 1 and stops at x = 2.

The portions are highlighted in the diagram below.

As you can see, we only care about the x values for any given interval. The y values don't matter as long as they decrease along the interval.