Isaiah is preheating his oven before using it to bake. The initial temperature of the oven is 75° and the temperature will increase at a rate of 10° per minute after being turned on. What is the temperature of the oven 17 minutes after being turned on? What is the temperature of the oven tt minutes after being turned on?

The value of one square in each sample is:

(a) 2

(b) 6

(c) 3

(d) 5

Let x represent the value one square. Thus, the value of one square in each sample can be determined as follow.

(a) 2x + 1 = 5        (Left side is equal to right side)

2x = 5 - 1

2x = 4

x = 4/2

x = 2

(b) 10 = x + 2 + 2

10 = x + 4

x = 10 - 4

x = 6

(c) 5 + 1 + x = 9

6 + x = 9

x = 9 - 6

x = 3

(d) 25 = 5x

x = 25/5

x = 5

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Answer:

Yes, the lines on the graph at 3 and -3 a part  of the solution,

Step-by-step explanation:

The inequality \(|y| \leq 3\) contains all the values of \(y\) 3 units from the origin including the values 3 and -3.

Thus, the lines on the graph y =-3 and y = 3 are the part of the solution.

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Answer:

$850.70

Step-by-step explanation:

Subtract all her check amounts and add the deposit. You come up with $850.70

Differentiate both sides of

\(y = \dfrac{x\sqrt{a^2-x^2}}2 + \dfrac{a^2}2\sin^{-1}\left(\dfrac xa\right)\)

with respect to y ; by the product rule,

\(1 = \dfrac12\sqrt{a^2-x^2}\dfrac{\mathrm dx}{\mathrm dy} + \dfrac x2 \dfrac{\mathrm d}{\mathrm dy}\left[\sqrt{a^2-x^2}\right] + \dfrac{a^2}2\dfrac{\mathrm d}{\mathrm dy}\left[\sin^{-1}\left(\dfrac xa\right)\right]\)

Use the chain rule for the remaining derivatives.

\(\dfrac{\mathrm d}{\mathrm dy}\left[\sqrt{a^2-x^2}\right] = \dfrac1{2\sqrt{a^2-x^2}}\dfrac{\mathrm d}{\mathrm dy}\left[a^2-x^2\right] \\\\ = \dfrac{-2x}{2\sqrt{a^2-x^2}}\dfrac{\mathrm dx}{\mathrm dy} \\\\ = -\dfrac x{\sqrt{a^2-x^2}} \dfrac{\mathrm dx}{\mathrm dy}\)

Recall that

\(\dfrac{\mathrm d}{\mathrm dx}\left[\sin^{-1}(x)\right] = \dfrac1{\sqrt{1-x^2}}\)

Then

\(\dfrac{\mathrm d}{\mathrm dy}\left[\sin^{-1}\left(\dfrac xa\right)\right] = \dfrac1{\sqrt{1-\left(\frac xa\right)^2}}\dfrac{\mathrm d}{\mathrm dy}\left[\dfrac xa\right] \\\\ = \dfrac1{a\sqrt{1-\left(\frac xa\right)^2}}\dfrac{\mathrm dx}{\mathrm dy} \\\\ = \dfrac1{\sqrt{a^2}\sqrt{1-\left(\frac xa\right)^2}}\dfrac{\mathrm dx}{\mathrm dy} \\\\ = \dfrac1{\sqrt{a^2-x^2}}\dfrac{\mathrm dx}{\mathrm dy}\)

Putting everything together, we have

\(1 = \dfrac{\sqrt{a^2-x^2}}2\dfrac{\mathrm dx}{\mathrm dy} - \dfrac{x^2}{2\sqrt{a^2-x^2}}\dfrac{\mathrm dx}{\mathrm dy} + \dfrac{a^2}{2\sqrt{a^2-x^2}}\dfrac{\mathrm dx}{\mathrm dy}\)

\(1 = \left(\dfrac{\sqrt{a^2-x^2}}2+\dfrac{a^2-x^2}{2\sqrt{a^2-x^2}}\right)\dfrac{\mathrm dx}{\mathrm dy}\)

\(1 = \dfrac1{2\sqrt{a^2-x^2}}\bigg((a^2-x^2) + (a^2-x^2)\bigg)\dfrac{\mathrm dx}{\mathrm dy}\)

\(1 = \dfrac{2a^2-2x^2}{2\sqrt{a^2-x^2}}\dfrac{\mathrm dx}{\mathrm dy}\)

\(1 = \sqrt{a^2-x^2}\dfrac{\mathrm dx}{\mathrm dy}\)

\(\boxed{\dfrac{\mathrm dx}{\mathrm dy} = \dfrac1{\sqrt{a^2-x^2}}}\)

Answer:

thrid one

Step-by-step explanation:

Answer:

If im correct

EG and FH

Answer:

8 times larger

Step-by-step explanation:

4 × \(10^{8}\) = 4 × 100000000

400000000

5 × \(10^{7}\) = 5 × 10000000

50000000

400000000 ÷ 50000000

8

Answer:

Step-by-step explanation:

(5/6)(5/6) (-5/6)(5/6)

(5/6)(-5/6) (-5/6)(-5/6)  they  are they same but  you can also change them  and they will  still be the  same just backwords

Hope that helps

Mike's monthly payments are approximately $19,407.43. At the end of the 5-year term (time 60), Mike owes approximately $1,048,446.96.

To solve the given problem, we can use the formula for calculating the monthly mortgage payments:

P = (r * A) / (1 - (1 + r)^(-n))

Where:
P = Monthly payment
r = Monthly interest rate
A = Loan amount
n = Total number of payments

First, let's calculate the monthly interest rate. The nominal interest rate is given as 1.8%, which means the monthly interest rate is 1.8% divided by 12 (number of months in a year):

r = 1.8% / 12 = 0.015

Next, let's calculate the total number of payments. The mortgage has a 30-year amortization period, which means there will be 30 years * 12 months = 360 monthly payments.

n = 360

Now, let's calculate Mike's monthly payments using the formula:

P = (0.015 * (1.3m - 300k)) / (1 - (1 + 0.015)^(-360))

Substituting the values:

P = (0.015 * (1,300,000 - 300,000)) / (1 - (1 + 0.015)^(-360))

Simplifying the expression:

P = (0.015 * 1,000,000) / (1 - (1 + 0.015)^(-360))

P = 15,000 / (1 - (1 + 0.015)^(-360))

Calculating further:

P = 15,000 / (1 - (1.015)^(-360))

P ≈ 15,000 / (1 - 0.22744)

P ≈ 15,000 / 0.77256

P ≈ 19,407.43

Therefore, Mike's monthly payments are approximately $19,407.43.

To calculate the balance at time 60, we can use the formula for calculating the remaining loan balance after t payments:

Bt = P * ((1 - (1 + r)^(-(n-t)))) / r

Where:
Bt = Balance at time t
P = Monthly payment
r = Monthly interest rate
n = Total number of payments
t = Number of payments made

Substituting the values:

B60 = 19,407.43 * ((1 - (1 + 0.015)^(-(360-60)))) / 0.015

B60 = 19,407.43 * ((1 - (1.015)^(-300))) / 0.015

B60 ≈ 19,407.43 * ((1 - 0.19025)) / 0.015

B60 ≈ 19,407.43 * 0.80975 / 0.015

B60 ≈ 19,407.43 * 53.9833

B60 ≈ 1,048,446.96

Therefore, at the end of the 5-year term (time 60), Mike owes approximately $1,048,446.96.

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The equatiοn she may emplοy in a linear equatiοn is 8 tan(56) = x. x has a value οf 4.89.

A linear equatiοn in algebra is οne that οnly cοntains a cοnstant and a first-οrder (linear) cοmpοnent, like y=mx+b, where m denοtes the slοpe and b the y-intercept.

Occasiοnally, the afοrementiοned is referred tο as a "linear equatiοn οf twο variables," where x and y are the variables. Linear equatiοns are referred tο as equatiοns with pοwer 1 variables. Where ax+b = 0, where a and b are real numbers and x is the variable, is οne example with οnly οne variable.

We are given that Tyler and Jada wish tο find the value οf x, B the length οf side BC in this triangle.

Tyler decides tο set up the equatiοn 8 tan(56) =x

So, 8 tan(56) =x

x = 8 (0.611)

x = 4.89

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In  the roulette game, the probability that you get a total of 15 given on the first spin you spin a 2 is 8.26%

To find: the probability that you get a total of 15 in three trials

Given that you spin a 2 on the first trial.

This means, the required probability  is equivalent to the probability of finding a sum of 13 in the next two trials.

In each trial, there are 11 possible outcomes as the pockets numbered from 0 to 10.

so the sample space i.e., the total number of outcomes is:

S = 11^2

S = 121

And the favourable outcomes would be,

(2, 11), (3, 10), (4, 9), (5, 8), (6, 7), (7, 6), (8, 5), (9, 4), (10, 3), (11, 2)

So, the number of favourable outcomes A = 10

Using the definition of probability,

P = A/S

P = 10/121

P = 0.0826

P = 8.26%

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The complete question is:

You are playing a version of the roulette game, wherethe pockets arefrom 0 to 10 and even numbers are red and odd numbersare black (0 isgreen). You spin 3 times and add up the values yousee. What is theprobability that you get a total of 15 given on thefirst spin youspin a 2

Answer:

i belive that the answer is false

Answer:

3.14635164e91

Step-by-step explanation:

Step-by-step explanation:

2x + 5 = 19; X = 7: Correct

2(7) + 5 = 19

14+5=19

3+x+2-x=16; x=3 : Incorrect

3+3+2-3=16

6+2-3=16

7-3=16

4=16

x+2/5=2; x = 8: incorrect

8+2/5=2

x= 8/5

6 = 2x -8; x = 7: correct

6 = 2(7) -8

6 = 14-8

14 =1/3x+5; x = 18: Incorrect

14 = 18/3+5

14 = 6+5

Answer:

aww hes so cute what is his name

Answer:

Step-by-step explanation:

.. En este sentido, el término aritmética se aplica para designar operaciones realizadas sobre entidades que no son números enteros ... Se llama potencia a una expresión de la forma a^n, donde “a” es la base y “n” es el exponente.

There are 560 ways a person can choose a 3-topping sandwich from the 16 available toppings.

To determine the number of ways a person can choose a 3-topping sandwich from 16 available toppings, we can use the concept of combinations.

The formula for calculating combinations is:

C(n, r) = n! / (r! * (n - r)!)

where C(n, r) represents the number of ways to choose r items from a set of n items.

In this case, we want to find C(16, 3) because we want to choose 3 toppings from a set of 16 toppings.

Thus:

C(16, 3) = 16! / (3! * (16 - 3)!)

            = 16! / (3! * 13!)

16! = 16 * 15 * 14 * 13!

3! = 3 * 2 * 1

C(16, 3) = (16 * 15 * 14 * 13!) / (3 * 2 * 1 * 13!)

C(16, 3) = (16 * 15 * 14) / (3 * 2 * 1)

= 3360 / 6

= 560

Therefore, there are 560 ways a person can choose a 3-topping sandwich from the 16 available toppings.

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Mr. Patrick instructs 15 students in math. He discovered that Payton had received a 95 on the test while grading them from average.

There are 15 kids in Mr. Patrick's class. The average score on his most recent exam was 80 for 14 candidates (not including Payton).

I'm going to use x to represent the unknowable sum of the 14 test scores. Average is computed by adding all the numbers in the set (whose average you're trying to get) together, then dividing by the total number of numbers in that set.

This was the total of their scores: x=1120.

Adding Payton's score now (I'll use the letter p to stand in for her score):

1120+p /15=81→ Her test score was included in the fifteen students' average, which was 81 1120+p=1215

P=95.

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Answer:

Step-by-step explanation:

G(x)=-2x

Answer:A

Step-by-step explanation:

Answer:

A=1/4 , B= 7/16 , C=  5/8 , D= 3/4 or in other words the fourth option

Step-by-step explanation:

Set all denominators to 16

3/4 = 12/16

1/4 = 4/16

7/16 = 7/16

5/8 = 10/16

4/16 , 7/16 , 10/16 , 12/ 16

1/4 , 7/16 , 5/8 , 3/4

Answer:

D

A=1/4

B=7/16

C=5/8

D=3/4

Could I please have BRAINLIEST.

Answer:

- 0.93

Step-by-step explanation:

0.93 has an absolute value of  0.93 and is positive, so its opposite would be negative with the same absolute value.

The opposite number of 0.93 is -0.93.

The number that produces zero when added to an is known as the additive inverse of a number, or a, in mathematics. This number is also referred to as the opposite number. In another word, oppositely positioned numbers on the number line are called opposite number.

Hence, opposite number of a positive number is a negative number and opposite number of the negative number is a positive number.

For an example, the opposite number of +7 is -7 because +7 + ( -7) = 0.

The opposite number of -0.5 is 0.5 because (-0.5) +0.5 = 0.

In this question, the given number is +0.93.

Let the opposite number of +0.93 is x.

Then it can be written that:

+0.93 + x = 0

⇒ x = 0 -0.93

⇒ x = -0.93

Hence,  the opposite number of 0.93 is -0.93.

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The equation of the line that is tangent to the graph of f(x) = 3x³ - x and perpendicular to the line x + 3y - 6 = 0 is x - 3√3y = 2 + 2√3.

The equation of the line that is tangent to the graph of f(x) = 3x³ - x and perpendicular to the line x + 3y - 6 = 0, we need to follow these steps:

Step 1: Determine the slope of the tangent line to the graph of f(x).

To find the slope of the tangent line, we need to take the derivative of the function f(x). Taking the derivative of f(x) = 3x³ - x, we get:

f'(x) = 9x² - 1

Step 2: Find the slope of the line perpendicular to x + 3y - 6 = 0.

The given line x + 3y - 6 = 0 is in the form ax + by + c = 0, where the slope of the line is -a/b. So the slope of the line perpendicular to x + 3y - 6 = 0 is 1/3.

Step 3: Use the point-slope form to write the equation of the tangent line.

The point-slope form of a line is given by y - y₁ = m(x - x₁), where (x₁, y₁) is a point on the line and m is the slope of the line.

Since the line we want is tangent to the graph of f(x), we can find the x-coordinate of the point of tangency by solving the equation f'(x) = 1/3. Let's solve it:

9x² - 1 = 1/3

Multiply both sides by 3 to get rid of the fraction:

27x² - 3 = 1

27x² = 4

x² = 4/27

x = ±√(4/27) = ±2/(3√3)

Now we can find the corresponding y-coordinate by substituting x into f(x):

f(x) = 3x³ - x

When x = 2/(3√3), y = 3(2/(3√3))³ - 2/(3√3) = 2√3/9 - 2/(3√3) = (2√3 - 2)/(3√3)

So the point of tangency is (2/(3√3), (2√3 - 2)/(3√3)).

Now we can write the equation of the tangent line using the point-slope form:

y - y₁ = m(x - x₁)

where m = 1/3 (slope of the line perpendicular to x + 3y - 6 = 0) and (x₁, y₁) = (2/(3√3), (2√3 - 2)/(3√3)):

y - (2√3 - 2)/(3√3) = (1/3)(x - 2/(3√3))

Simplifying, we can multiply both sides by 3√3 to get rid of the denominators:

3√3(y - (2√3 - 2)/(3√3)) = 3√3(1/3)(x - 2/(3√3))

3√3y - 2√3 + 2 = x - 2/(√3)

Rearranging the terms and simplifying, we obtain the equation of the tangent line:

x - 3√3y = 2 + 2√3

Therefore, the equation of the line that is tangent to the graph of f(x) = 3x³ - x and perpendicular to the line x + 3y - 6 = 0 is x - 3√3y = 2 + 2√3.

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The initial heights are:

Candle A = 211mm

Candle B = 260m

And the two candles will never have the same height.

We know that candle B height is modeled by the linear equation:

h = 260 - 5t

Then its initial height (when t = 0) is:

h = 260 - 5*0 = 260

The initial height is 260mm

And for Candle A we know that it is 211mm.

Now, let's say that the equation for candle A is:

h' = 211 - a*t

We know that after 4 hours the height is 187 mm, then:

187 = 211 - a*4

187 - 211 = a*4

-24/4 = a

-6 = a

So the linear equation is:

h' = 211 - 6t

Will the candles have the same height at some point?

To see that we need to solve:

h = h'

260 - 5t = 211 - 6t

260 - 211 = -6t + 5t

49 = -t

This gives a negative time, so no, the candles will not have the same length.

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The solution to the differential equation e^x y = 1/2 x^2 y + 7x^2/2 - 7ln|y/2 + 1| + C

The given differential equation is: dy/dx = xy + 7x - y - 7/(xy - 2x + 8y - 16)

To solve this equation by separation of variables, we need to separate the variables y and x on different sides of the equation and integrate both sides with respect to their respective variables.

First, we will move the y term to the left-hand side of the equation and factor the denominator on the right-hand side:

dy/dx + y = xy + 7x - 7/(xy - 2x + 8y - 16)

dy/dx + y = xy + 7x - 7/[(y/2 + 1)^2 - 1]

Next, we will multiply both sides of the equation by e^x to get:

e^x dy/dx + e^x y = xe^x y + 7xe^x - 7e^x/[(y/2 + 1)^2 - 1]

Now we can use the product rule for differentiation and integrate both sides with respect to x:

d/dx [e^x y] = xe^x y + 7xe^x - 7e^x/[(y/2 + 1)^2 - 1]

∫ d/dx [e^x y] dx = ∫ [xe^x y + 7xe^x - 7e^x/[(y/2 + 1)^2 - 1]] dx

e^x y = 1/2 x^2 y + 7x^2/2 - 7ln|y/2 + 1| + C

where C is the constant of integration.

Therefore, the solution to the differential equation dy/dx = xy + 7x - y - 7/(xy - 2x + 8y - 16) is:

e^x y = 1/2 x^2 y + 7x^2/2 - 7ln|y/2 + 1| + C

where C is the constant of integration.

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Your question is incomplete but probably the full question was:

Solve The Given Differential Equation By Separation Of Variables. Dy/Dx = Xy + 7x - Y - 7/Xy - 2x + 8y - 16

Answer:

4

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Distributive Property

Equality Properties

Algebra I

Step-by-step explanation:

Step 1: Define Systems

2x - y = 11

x + 3y = -5

Step 2: Rewrite Systems

2x - y = 11

Step 3: Redefine Systems

y = 2x - 11

x + 3y = -5

Step 2: Solve for x

Substitution

Answer:

x = 4

Step-by-step explanation:

2x - y = 11

x + 3y = -5

To calculate the value of x , firstly we need to find value of y.

solve for y

subtract 2x from both side

change the sign of both side of equation

rewrite

Solve for x

substitute the value of y in the equation

distribute 3

combine like terms

Add 33 on both side

divide both side by 7

Answer:

0 pounds

Step-by-step explanation:

To bring \(\frac{7}{8}\) to 16ths it goes to \(\frac{14}{16}\)

Answer:

Step-by-step explanation:

Its number line 2.

The largest degree of x that can be factored out of all the terms is 1.

In this problem, we are asked to determine the largest degree of x that can be factored out of all the terms. To solve this, we need to look at the terms and identify the common factors of x. The options provided are 1, 2, 3, and 4.

If we look at the given terms, there is no variable x present in any of them. Therefore, we cannot factor out any powers of x from the terms. In other words, the degree of x in each term is 0. Hence, the largest degree of x that can be factored out of all the terms is 1, as x^1 is equivalent to x.

Factoring is a process in algebra where we break down an expression into its factors. It involves finding common factors and removing them from each term. By factoring, we can simplify expressions and solve equations more easily.

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Answer:

predict the impact of removing snakes from this food web

The equation of a line in slope-intercept form is given by y = mx + b, where m represents the slope of the line and b represents the y-intercept.The equation of the line passing through points M(4, 3) and N(7, 12) in slope-intercept form is y = 3x - 9.

1. Calculate the slope (m) of the line using the formula:
  m = (y2 - y1) / (x2 - x1)
  Let's substitute the coordinates of the points M(4, 3) and N(7, 12) into the formula:
  m = (12 - 3) / (7 - 4)
  m = 9 / 3
  m = 3

2. Now that we have the slope (m), we can use one of the points, let's say M(4, 3), and substitute its coordinates along with the slope into the slope-intercept form (y = mx + b) to find the y-intercept (b).
  Let's use the coordinates (4, 3) and the slope (m = 3):
  3 = 3(4) + b
  3 = 12 + b
  b = 3 - 12
  b = -9

3. Finally, we can write the equation of the line in slope-intercept form, substituting the values of m and b that we found:
  y = 3x - 9

Therefore, the equation of the line passing through points M(4, 3) and N(7, 12) in slope-intercept form is y = 3x - 9.

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The work done by the child on the box is also zero, regardless of the distance traveled.

The child does zero work on the box because work is defined as the product of force and displacement, and in this case, there is no net force acting on the box in the horizontal direction.

Since the box is moving at a constant speed, there is no acceleration, and therefore no net force is required to keep it moving.

Without a net force, there is no force being applied over a displacement, resulting in zero work.

The work-energy principle states that the work done on an object is equal to the change in its kinetic energy.

Since the box's speed remains constant, there is no change in its kinetic energy.

The child's effort in lifting the box from the floor requires work, as gravity opposes the motion, but this work is not relevant to the question at hand, which specifically asks about the work done while walking across the floor.

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