The sequences below are either arithmetic sequences or geometric sequences. For each sequence, determine whether it is arithmetic or geometric, and write
the formula for the nth term e, of that sequence
Sequence
Type
term formula
(a) 13, 16, 19
Arithmetic
Geometric
(6) 2, 10, 50
Arithmetic
Geometrie
Sum
o
el
Answer:
a) Arithmetic yₙ = 3*(n - 1) + 13
b) Geometric yₙ = 2*5⁽ⁿ⁻¹⁾
Step-by-step explanation:
The formula for the nth term e, of that sequence is; yₙ = 3*(n - 1) + 13 and yₙ = 2*5⁽ⁿ⁻¹⁾
What is an arithmetic sequence?An arithmetic sequence is a sequence of integers with its adjacent terms differing with one common difference.
If the initial term of a sequence is 'a' and the common difference is of 'd', then we have the arithmetic sequence as:
a, a + d, a + 2d, ... , a + (n+1)d, ...
Its nth term is
T_n = a + (n-1)d
(for all positive integer values of n)
(a) 13, 16, 19
Here, yₙ = 3*(n - 1) + 13
This is an Arithmetic.
b) 2, 10, 50
Here, yₙ = 2*5⁽ⁿ⁻¹⁾
This is Geometric .
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A random sample of 23 items is drawn from a population whose standard deviation is unknown. The sample mean isx⎯ ⎯ x¯ = 840 and the sample standard deviation is s = 15. Use Appendix D to find the values of Student's t. (a) Construct an interval estimate of μ with 98% confidence. (Round your answers to 3 decimal places.) The 98% confidence interval is from to
Answer:
[tex](832.156, \ 847.844)[/tex]
Step-by-step explanation:
Given data :
Sample standard deviation, s = 15
Sample mean, [tex]\overline x = 840[/tex]
n = 23
a). 98% confidence interval
[tex]$\overline x \pm t_{(n-1, \alpha /2)}. \frac{s}{\sqrt{n}}$[/tex]
[tex]$E= t_{( n-1, \alpha/2 )} \frac{s}{\sqrt n}}[/tex]
[tex]$t_{(n-1 , \alpha/2)} \frac{s}{\sqrt n}$[/tex]
[tex]$t_{(n-1, a\pha/2)}=t_{(22,0.01)} = 2.508$[/tex]
∴ [tex]$E = 2.508 \times \frac{15}{\sqrt{23}}$[/tex]
[tex]$E = 7.844$[/tex]
So, 98% CI is
[tex]$(\overline x - E, \overline x + E)$[/tex]
[tex](840-7.844 , \ 840+7.844)[/tex]
[tex](832.156, \ 847.844)[/tex]
resolute academy algebra 1
Answer:
B
Step-by-step explanation:
We can see in the expression that there are 2 x² blocks, 4 -x blocks, and 3 -1 blocks. Therefore, we can write this as
2 * x² + 4 * (-x) + 3 * (-1) = 2x²-4x-3
Comparing this with each answer, we have
A: x²-2x-4 + x² + 2x-1 = 2x²-5. This is not correct
B: 3x²-7x+1-(x²-3x+4) = 3x²-7x+1 -x²+3x-4 = 2x²-4x-3. This seems correct but we can check the other answers to be sure
C: (2x+1)(x-3) = 2x²-6x+x-3 = 2x²-5x-3. This is incorrect
D: [tex]\frac{8x^{12} - 16x^7 - 12x^6}{4x^6} = 2x^6 - 4x - 3[/tex]. This is incorrect
Answer:
C. 2(x + 10)(x - 10)
Step-by-step explanation:
2x^2-200\\2(x^2-100)\\2(x+10)(x-10)
find the domain and range in the following condition.
a.R={(X,y):y=2x-3},range={3,5,9}
b.R={(X,y):y=4x+1}, domain={0,1,2}
Answer:
domain : {3,4,6}
range: {1,5,9}
The equation y = mx + b goes through the points (6,-2) and (-6,-8).
What is the value of m?
What is the value of b?
Answer:
m = 1/2
b = -5
Step-by-step explanation:
The equation of the line of the points (6,-2) and (-6,-8) is y = 1/2x — 5
A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The value of m and b in the given equation is 0.5 and -5, respectively.
What is the equation of a line?A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The equation of a line is given by,
y =mx + c
where,
x is the coordinate of the x-axis,
y is the coordinate of the y-axis,
m is the slope of the line, and
c is the y-intercept.
The given equation is the equation of a line, where m is the slope of the line and b is the y-intercept of the line. Therefore, the value of m or the slope of the equation is,
m = [-8 - (-2)] / [-6 - 6] = -6/-12 = 0.5
Now, substitute the value of x, y, and m in the given equation, therefore, the value of b can be written as,
y = mx + b
-2 = 0.5(6) = b
-2 = 3 + b
b = -2 + -3
b = -5
Hence, the value of m and b in the given equation is 0.5 and -5, respectively.
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Which is the graph of f(x) = 4[½]^x?
Answer:
from left to right the second graph
Step-by-step explanation:
f(x) = 4(1/2)^x
y = 4(1/2)^x
-find the y-intercept
if x=0 then y = 4(1/2)^0 = 4*1 =4, the y-intercept is (0,4)
so is first or second graph
-look at the second graph and check if the function go trough the point (1, 2)
if x=1 then y = 4(1/2)^1 = 4/2 = 2
so the second graph it is
please help me out, please and thank you
Answer:
x=1°.
see the IMAGE FOR SOLUTION
simplify root 32-6 divided by root 2 plus root 2
Answer:
5•362165924
Step-by-step explanation:
first make root of 32-6=5•099019514
then make root of 2+root2=1•84--
then divide upper by lower part answer comes
or
root32-6=root26
root 2+root 2=2root2
root26/root2root2
ans=3•0318---
Answer:
[tex] \frac{ \sqrt{32} - 6 }{ \sqrt{2} + \sqrt{2} } \\ \frac{ \sqrt{16 \times 2} - 6}{2 \sqrt{2} } \\ \frac{4 \sqrt{2} - 6}{2 \sqrt{2} } \\ \frac{2(2 \sqrt{2} - 3) }{2 \sqrt{2} } \\ \frac{2 \sqrt{2} - 3}{ \sqrt{2} } \\ thnk \: you[/tex]
The total number of restaurant-purchased meals that the average person will eat in a restaurant, in a car, or at home in a year is 193 . The total number of these meals eaten in a car or at home exceeds the number eaten in a restaurant by 15 . Thirty more restaurant-purchased meals will be eaten in a restaurant than at home. Find the number of restaurant-purchased meals eaten in a restaurant, the number eaten in a car, and the number eaten at home.
9514 1404 393
Answer:
89 in a restaurant45 in a car59 at homeStep-by-step explanation:
Let r, c, h represent the numbers of meals eaten in a restaurant, car, and at home, respectively. The problem statement tells us of the relations ...
r + c + h = 193
-r + c + h = 15
r + 0c -h = 30
Add the last two equations:
(-r +c +h) +(r -h) = (15) +(30)
c = 45
Add the first two equations:
(r + c + h) +(-r + c + h) = (193) +(15)
2c +2h = 208
h = 104 -c = 59 . . . . solve for h, substitute for c
The last equation can be used to find r.
r = 30 +h = 30 +59 = 89
89 meals are eaten in a restaurant; 45 meals in a car; and 59 at home.
guys this is going to be the death of me
Answer:
mine too
Step-by-step explanation:
As the students were approaching the park, they noticed a huge tower that was just
being completed. Lucas and Jacob were part of the group responsible for looking at
advertising. They couldn’t help but to think, one of the main attractions of the park
would be the ride involving this tower. It was a bright, sunny day. As they got off
the bus, they collected the mathematical materials provided by their teacher. These
materials included: pencil, paper, eraser, calculator, measuring tape, a
clinometer (a tool used to measure vertical angles). They walked through the
park until they reached the shadow of the tower. They looked up and couldn’t
believe how high it was
Q: If they are going to advertise, the height of the tower in a brochure that is
being created, they want to be sure of their answer. Describe how they
could use the materials they have and trigonometry to determine the
height of the tower. The explanations should include a detailed diagram,
clear step by step instructions making use of terminology appropriately
and even examples showing the calculations to be used to determine
the height.
The students could use what they know of triangle rectangles, in the image below you can see the diagram that the students could use to estimate the height of the tower.
First, the students could use the measuring tape to find the distance between the base of the tower and them, this distance is represented with the variable S in the image below.
Now, using the clinometer, they could find the elevation angle between their viewpoint and the tip of the tower. This would be the angle θ in the image (notice that they should do this from the ground).
So at this point, we know one angle and the adjacent cathetus to that angle.
And we want to find the height of the tower, which is the opposite cathetus to the known angle.
Then we can remember the trigonometric relation:
tan(a) = (opposite cathetus)/(adjacent cathetus)
Replacing these by the things we know:
tan(θ) = H/S
tan(θ)*S = H
Then, by measuring θ and S, we can find the height.
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If no grouping symbols or exponents are in an expression, then do _____ first.
Please help! Will give brainliest to correct answer
We can solve it through proportionality or ratios
2 lamps required to create 4signalsLet lamps required to create 60signals be x
Now
[tex]\\ \sf\longmapsto 2:4=x:60[/tex]
[tex]\\ \sf\longmapsto \dfrac{2}{4}=\dfrac{x}{60}[/tex]
[tex]\\ \sf\longmapsto 4x=60(2)[/tex]
[tex]\\ \sf\longmapsto 4x=120[/tex]
[tex]\\ \sf\longmapsto x=\dfrac{120}{4}[/tex]
[tex]\\ \sf\longmapsto x=30[/tex]
A, 3-2x=3(x+4)-x-1
B, 5x(x-1)-4(x-1)=0
Answer:
Step-by-step explanation:
[tex]\displaystyle \Large \boldsymbol{} \tt a) \ 3-2x=3(x+4)-x-1\\\\3-2x=3x+12-x-1 \\\\3-12+1=3x+2x-x \\\\4x=-8 \\\\\boxed{ \tt x=-2} \\\\\\b) \ 5x\underline{(x-1)}-4\underline{(x-1)}=0 \\\\\\(5x-4)(x-1)=0 \Longrightarrow \boxed{ \tt x_1=0.8 \ \ ; \ \ x_2=1}[/tex]
Last oneeeee!!!! :)
Answer:
(0, 3)
Step-by-step explanation:
(-4+4)/2 , (7-1)/2
0/2 , 6/2
0, 3
Answer:
(0,3)
Step-by-step explanation:
To find the x coordinate of the midpoint, add the x coordinates of the endpoint and divide by 2
( -4+4)/2 = 0/2 =0
To find the y coordinate of the midpoint, add the y coordinates of the endpoint and divide by 2
( 7+-1)/2 = 6/2 =3
(0,3)
Write the exponential function that passes through (-1, 27), (0, 9), (1, 3).
Step-by-step explanation:
we see, for x=-1 we get 3³
x=0 we get 3²
x=1 we get 3¹
so the function is definitely a 3 to the power of x version.
but we need to adapt the exponent a bit and correct x, so that at least for these 3 values of x the result is "running backwards".
the easiest way : 2-x as exponent.
it fits.
for x=-1 we get 2 - -1 = 3 as exponent.
for x=0 we get 2-0 = 2 as exponent.
for x=1 we get 2-1 = 1 as exponent.
so, the exponential function passing through these 3 points is
[tex]f(x) = {3}^{2 - x} [/tex]
MNOP is a trapezoid with median QR. Find x
[tex]\bf \large \rightarrow \: \:2x \: + \: 8 \: = \: 0[/tex]
[tex]\bf \large \rightarrow \: \:x \: = \: \frac{8}{2} \\ [/tex]
[tex]\bf \large \rightarrow \: \:x \: = \: \cancel\frac{ 8}{ 2} \: \: ^{4} \\ [/tex]
[tex]\bf \large \rightarrow \: \:x \: = \: 4[/tex]
Option ( A ) is the correct answer.
Consider the triangle
Which statement is true about the lengths of the sides?
6 C5
45
O Each side has a different length.
O Two sides have the same length, which is less than
the length of the third side.
O The three sides have the same length
O The sum of the lengths of two sides is equal to the
length of the third side.
45
search
BI
59°F Clear
Answer:
b
Step-by-step explanation:
The triangle is an isoceles triangle since there are 2 equal angles. Hence, 2 sides would be the same length. Since its a right angled triangle, the hypotenuse (third side) would always be longer than the 2 equal sides.
Helppppp me plss, I’ll mark u as brainlest
[tex] \large\color{lime}\boxed{\colorbox{black}{Answer : - }}[/tex]
We know that, in ∆ABC,
∠A+∠B+∠C = 180°
But the triangle is right angled at C
ie., ∠C = 90°
Therefore, ∠A+∠B+ 90° = 180°
⇒ ∠A + ∠B = 90°
Therefore, cos(A + B) = cos 90º = 0
help me
its geometry
Answer:
A = 216.24 km²
Step-by-step explanation:
Elizabeth is sketching a copy of the flag shown. The dimensions of the drawing are one-third those of the actual flag. If the area of the drawing is
40 square inches, what is the actual area of the
flag? 5 in. 8 in.
Answer:
360 in.
Step-by-step explanation:
In order to get this answer, you have to multiply 5 and 8 by 3 because the drawing is 1/3 of the actual flag.
5 x 3 = 15
8 x 3 = 24
So, 24 x 15 = 360 in.
Hope this helps! :)
giải phương trình x/30-x/40=5/4
Answer:
x=150
Step-by-step explanation:
x/30-x/40=5/4
or, (4x-3x)/120=5/4
or, x/120=5/4
or, x=600/4
or, x=150
y = –2x2 - 4x – 6 has how many real roots?
Answer:
Step-by-step explanation:
None
They are both imaginary or complex. You can check that out by calculating the discriminate. If you get a minus answer, then there are no real roots. Let's try it.
a = - 2
b = - 4
c = - 6
D = sqrt(b^2 - 4*a * c)
D = sqrt( (-4)^2 - 4*(-2)(-6) )
D = sqrt( 16 - 48)
D = sqrt(-32) which is negative and there are no real roots.
Honestly, I'm trying my best to solve this but my Math XL is being so rude.
==============================================================
Explanation:
T is the midpoint of PQ, which means T splits PQ into two equal parts. Those parts being PT and TQ.
Set them equal to each other and solve for x.
PT = TQ
3x+7 = 7x-9
3x-7x = -9-7
-4x = -16
x = -16/(-4)
x = 4
So,
PT = 3x+7 = 3*4+7 = 19
TQ = 7x-9 = 7*4-9 = 19
Both PT and TQ are 19 units long to help confirm the answer.
I want to rearrange the formula of 3+x=ax to find out what x is equal to. I already know the answer via the answer sheet but I want to know how to get that answer.
Answer:
See below.
Step-by-step explanation:
[tex]3+x=ax[/tex] (Given)
[tex]x=ax-3[/tex] (Subtracted 3 on both sides)
[tex]x-ax=-3[/tex] (Subtracted ax on both sides)
[tex]x(1-a)=-3[/tex] (Factor out x from x - ax)
[tex]x=-\frac{3}{1-a}[/tex] (Divided 1 - a on both sides)
Select the correct answer from the drop-down menu.
If A and Bare independent events, P(Aand B) =
1. P(A)
2.P(B)
3.P(A) * P(B)
4.P(A) + P(B)
Answer:
Step-by-step explanation:
P(A and B)=P(A)*P(B)
plzz any help please
Answer:
9
Step-by-step explanation:
If the sine of an angle is equal to the cosine of an angle, that means that the sides adjacent and opposite to that angle are equal. One triangle that has two equal sides is an isosceles triangle. We can set this triangle to be a 45-45-90 degree triangle, which means that the angle would be 45.
Now, we have to find the value of
[tex]4\tan^2(45)[/tex]
and
[tex]5\tan(45)[/tex]
The tangent of 45 is 1, so 1 squared times 4 is 4.
We have [tex]4\tan^2(45) = 4[/tex].
Again, the tangent of 45 is 1, and 1 times 5 is 5.
We have [tex]5\tan(45) = 5[/tex]
5 + 4 = 9
Please help me with this is so confusing
Answer:
The expression for the height of the solid is:
[tex]\displaystyle h = x^2+x-9[/tex]
Step-by-step explanation:
Recall that the volume of a rectangular solid is given by:
[tex]\displaystyle V = \ell wh[/tex]
Where l is the length, w is the width, and h is the height.
We know that the volume is given by the polynomial:
[tex]\displaystyle V = 3x^4-3x^3-33x^2+54x[/tex]
And that the length and width are given by, respectively:
[tex]\displaystyle \ell = 3x \text{ and } w =x-2[/tex]
Substitute:
[tex]\displaystyle 3x^4-3x^3-33x^2+54x=(3x)(x-2)h[/tex]
We can solve for h. First, divide both sides by 3x:
[tex]\displaystyle \frac{3x^4-3x^3-33x^2+54x}{3x}=(x-2)h[/tex]
Divide each term:
[tex]\displaystyle x^3-x^2-11x+18=(x-2)h[/tex]
To solve for h, divide both sides by (x - 2):
[tex]\displaystyle h = \frac{x^3-x^2-11x+18}{x-2}[/tex]
Since this is a polynomial divided by a binomial in the form of (x - a), we can use synthetic division, where a = 2. This is shown below. Therefore, the expression for the height of the solid is:
[tex]\displaystyle h = x^2+x-9[/tex]
what is the answer for 17-51 163
Answer:
The answer is -51146
Step-by-step explanation:
Just substract simple
Will Mark Brainlest Help Please ,,,,
find the value of x and y
Step-by-step explanation:
(-1,0),m=2
(1-7),m=12
m=-4,(-1,-4)