one hundred and twenty approximately
how to write 6 in a expanded form?
Answer: 6 × 1
To write a number in expanded form, add the places by it's number.
Ex: 231 → 200 + 30 + 1 = 231
In the problem, 6 is what we're expanding.
Since 6 is only just 1 digit, it is possible to expand a 1 digit number. All you'll need to do it multiply the digit by 1.
6 → 6 × 1 = 6
Therefore, 6 × 1 is the expanded form of 6.
Work out
5.2
% of
628.55
km
Give your answer rounded to 2 DP.
The atmospheric pressure on an object decreases as altitude increases. If a is the height (in km) above sea level,
then the pressure P(a) (in mmHg) is approximated by P(a) = 760e-0.13a. Determine the atmospheric pressure at
8.47 km. Round to the nearest whole unit.
Answer:
253 mmHg
Step-by-step explanation:
Since the atmospheric pressure, [tex]P(a) = 760e^{-0.13a}[/tex]
when a = height (in km) = 8.47 km, then the atmospheric pressure P(a) is
[tex]P(a) = 760e^{-0.13a}\\P(8.47) = 760e^{-0.13X8.47}\\P(8.47) = 760e^{-1.1011} \\P(8.47 )= 760 X 0.33251 \\P(8.47)= 252.7 mmHg\\[/tex]
P(8.47) ≅ 253 mmHg
Translate each equation into slope-intercept form. Then, state the slope and y-intercept . 4y=2x+20
Answer:
The slope-intercept form of the equation: y = 0.5x + 5
The slope: m = 0.5
The y-intercept: b = 5
Step-by-step explanation:
Slope-intercept form is y = mx + b, where m is the slope and b is y-intecept
4y = 2x + 20 {divide both sides by 4}
y = 0.5x + 5 ⇒ m = 0.5 and b = 5
Combine the like terms to create an equivalent expression for -k+3k
Answer:
2k
Step-by-step explanation:
-k+3k
2k
40 students where has their favorite shoe color
how many chose blue?
Answer:
8 students
Step-by-step explanation:
There are 20 boxes and there are a total of 40 students interviewed. So, each box is worth 2 students. Since blue has 4 boxes, 4*2 = 8 students chose blue as their favorite shoe color.
Please mark as Brainliest.
⚡✨
Given the points P(0,0,-2), Q(2,3,4), R(4, 6, 5), and S(6, 11, 10), find the following: (a) The area of triangle PQR. (b) An equation of the form ax + by + cz = d for the plane containing points P, Q, and R. (c) The volume of the parallelepiped with edges PO.PR, and Ps. (d) A point on the line through P and Q which is two units away from P.
(a) The area of triangle PQR is 9.165 units².
(b) The formula for a plane given three points is: 10x - 7y - 2z = 0
(c) The volume of the parallelepiped with edges PO, PR, and PS is 148 units³.
(d) A point on the line through P and Q which is two units away from P is (4/5, 6/5, 2/5).
(a) The area of triangle PQR is 9.165 units².
The formula for the area of a triangle given three points is:
Area = 1/2 | ((x2 − x1) × (y3 − y1)) − ((y2 − y1) × (x3 − x1)) |
The coordinates for P, Q, and R are: P (0, 0, -2)Q (2, 3, 4)R (4, 6, 5)
Substituting into the formula gives us:
Area = 1/2 | ((2 - 0) × (5 + 2)) − ((3 - 0) × (4 - 0)) |
Area = 9.165 units² (rounded to three decimal places)
(b) An equation of the form ax + by + cz = d for the plane containing points P, Q, and R is:
10x - 7y - 2z = 0
The formula for a plane given three points is: ax + by + cz = d
To find a, b, c, and d, we first need to find two vectors on the plane.
We can use PQ and PR.
PQ = Q - P = (2 - 0)i + (3 - 0)j + (4 + 2)k = 2i + 3j + 6k
PR = R - P = (4 - 0)i + (6 - 0)j + (5 + 2)k = 4i + 6j + 7k
Now we can find the normal vector by taking the cross product of PQ and PR:
PQ x PR = <3i - 26j - 12k>
So the equation of the plane is:3x - 26y - 12z = 0
We can simplify this by multiplying all terms by -2, which gives:10x - 7y - 2z = 0
(c) The volume of the parallelepiped with edges PO, PR, and PS is 148 units³.
The volume of a parallelepiped is given by the scalar triple product of three vectors.
We can use OP, PR, and PS.
OP = P - O = -i - j - 2k = < -1, -1, -2 >
PR = R - P = 4i + 6j + 7k = < 4, 6, 7 >
PS = S - P = 6i + 11j + 12k = < 6, 11, 12 >
The scalar triple product is:
OP ⋅ (PR x PS)OP ⋅ (PR x PS) = < -1, -1, -2 > ⋅ (< 54, -20, -10 >)OP ⋅ (PR x PS) = -148
The volume of the parallelepiped is 148 units³.
(d) A point on the line through P and Q which is two units away from P is (4/5, 6/5, 2/5).
The equation of the line through P and Q is:x = 2t, y = 3t, z = 4 + 6t
A point on the line that is two units away from P is given by:
t = 2/5
Substituting into the equations for x, y, and z gives:(4/5, 6/5, 2/5)
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Question Two
The concept of sets underlies every branch of modern mathematics for economics. Suppose the universal set is a set of positive integers, Z + , and let
X={ x € Z + :x<=20 and x^ 2 € Z +}
Y={ x € Z + :x<=24 and sqrt x € Z +}
a) Determine X U Y and X n Y in enumeration and functional form.
b) Determine sets X n Z +, X U Z + ,Y n Z +, Y U Z + .
The sets X and Y are defined based on specific conditions on positive integers. In functional form, X n Y can be represented as X n Y = {x € Z + : x ≤ 20, x ≤ 24, and x^2 € Z +, sqrt(x) € Z +}.
a) To find X U Y (the union of X and Y), we need to identify all the positive integers that satisfy either the condition for X or the condition for Y. In enumeration form, X U Y = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 24}. In functional form, X U Y can be represented as X U Y = {x € Z + : (x ≤ 20 and x^2 € Z +) or (x ≤ 24 and sqrt(x) € Z +)}.
To find X n Y (the intersection of X and Y), we need to identify the positive integers that satisfy both the condition for X and the condition for Y. In enumeration form, X n Y = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16}. In functional form, X n Y can be represented as X n Y = {x € Z + : x ≤ 20, x ≤ 24, and x^2 € Z +, sqrt(x) € Z +}.
b) To determine the sets X n Z + and Y n Z +, we need to identify the positive integers that satisfy the conditions for X and Y, respectively, and also belong to the universal set of positive integers, Z +. Since X and Y are subsets of Z +, X n Z + = X and Y n Z + = Y.
To find X U Z +, we need to identify all the positive integers that satisfy either the condition for X or belong to Z +. In this case, X U Z + = Z + since all positive integers are included in X. Similarly, Y U Z + = Z + since all positive integers are included in Y.
In summary, X U Y = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 24} and X n Y = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16}. The sets X n Z + and Y n Z + are equal to X and Y, respectively, while X U Z + and Y U Z + are both equal to Z +.
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What is the area of this triangle in the coordinate plane? 5 units 6 units 7 units 12 units?
Answer:
6 units
Step-by-step explanation:
Using readings taken from the coordinate upon which the triangle is drawn :
The area of triangle is given as :
Area of triangle = 0.5 * base * height
The base of the triangle = 4 units
The height of the triangle = 3 units
The Area of the triangle is thus :
0.5 * 4 * 3
0.5 * 12
= 6 units
Answer:
The area of the given triangle is 6 units²
Evaluate SJxz dV where E is the region in the first octant inside the ball of radius 2.
SJxz dV where E is the region in the first octant inside the ball of radius 2.
∭E xz dV = ∫₀² ∫₀√(4-x²-z²) ∫₀√(4-x²-y²) xz dy dz dx.
Integrating with respect to y first, then z, and finally x, we can calculate the value of the integral.
To evaluate the integral ∭E xz dV, where E is the region in the first octant inside the ball of radius 2, we need to set up the limits of integration.
Since we are integrating over the region inside the ball of radius 2 in the first octant, we can set up the limits as follows:
0 ≤ x ≤ 2,
0 ≤ y ≤ √(4 - x^2 - z^2),
0 ≤ z ≤ √(4 - x^2 - y^2).
Note that we are using the equation of the sphere x^2 + y^2 + z^2 = 4 to determine the limits of integration for y and z.
Now we can evaluate the integral as follows:
∭E xz dV = ∫₀² ∫₀√(4-x²-z²) ∫₀√(4-x²-y²) xz dy dz dx.
Integrating with respect to y first, then z, and finally x, we can calculate the value of the integral.
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I've done everything I can, please help
Answer:
D
Step-by-step explanation:
Answer:
4 is choice C. THis is because the y intercept is 1 and when you go up 2 units, and go right once, you go to another point (rise over run)
Step-by-step explanation:
ill give brainliest
Your options are:
A. 115
B. 42
C. 159
D. 21
Answer:
the answer is D
Step-by-step explanation:
3x-21=x+7
2x-21=7
2x=28
x=14
substitute x for 14
14+7=21
2X14-21+21
Intuitively, a larger sample should lead to a smaller confidence interval (fixing the level of confidence). Which of the following most accurately gives a reason for this in the mathematics we use to make the confidence interval? And the t'-value associated to the t-distribution goes down because t_n have "smaller tails" as n gets large. (And other aspects remain the same.)r The standard error goes down because of the greater sample size in the denominator. (And other aspects remain the same.) The standard error goes down because the standard deviation of the sample will go down. And the t*-value associated to the t-distribution goes down because t_n have "smaller tails" as n gets large. O The standard error goes down because the standard deviation of the sample will go down. (And other aspects remain the same.) The mean will be more accurate with a larger sample size. The standard error goes down because of the greater sample size in the denominator. And the t-value associated to the t-distribution goes down because t_n have "smaller tails" as n gets large.
Intuitively, a larger sample should lead to a smaller confidence interval (fixing the level of confidence). The following most accurately gives a reason for this in the mathematics we use to make the confidence interval:
The standard error goes down because of the greater sample size in the denominator. (And other aspects remain the same.) And the t'-value associated to the t-distribution goes down because t_n have "smaller tails" as n gets large. This is true.
The standard error goes down because of the greater sample size in the denominator. This is because the formula for the standard error involves taking the square root of the sample size in the denominator. Therefore, as the sample size increases, the denominator of the standard error formula increases, causing the standard error to decrease. And the t'-value associated to the t-distribution goes down because t_n have "smaller tails" as n gets large. This is because the t-distribution is symmetrical and bell-shaped, with fatter tails than the normal distribution. As the sample size n increases, the t-distribution approaches the normal distribution, with thinner tails, which means that the t-values become smaller as n increases.
Hence, the correct option is (O) The standard error goes down because the standard deviation of the sample will go down. (And other aspects remain the same.) The mean will be more accurate with a larger sample size. The standard error goes down because of the greater sample size in the denominator. And the t-value associated with the t-distribution goes down because t_n has "smaller tails" as n gets large.
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please someone help me out, please don't put the incorrect answer
What is the distance between the points (-1, 2) and (2, 6)?
Answer:
5
Step-by-step explanation:
Distance Equation Solution:
[tex]d=\sqrt{(2-(-1)^2+(6-2)^2}\\d=\sqrt{(3)^2+(4)^2} \\d= \sqrt{9+6}\\d= \sqrt{25}\\d=5[/tex]
Which of the graphs below represents the soltuion set for d - 4 > -3?
Answer:
The answer is d
Step-by-step explanation:
what is the correct way to notate the blue region indicated by this venn diagramthis venn diagram
The blue region indicated by the Venn diagram can be notated using set notation as A ∩ B or using symbolic representation as C = A ∩ B.
When representing the blue region of a Venn diagram, there are two common ways to notate it: using set notation and using symbolic representation.
1. Set Notation: In set notation, each circle in the Venn diagram represents a set. Let's assume the sets represented by the circles are A and B. The blue region corresponds to the intersection of sets A and B, meaning the elements that are common to both sets. To notate this, we use the symbol ∩, which represents the intersection. Therefore, the blue region can be notated as A ∩ B.
2. Symbolic Representation: Another approach is to use a symbolic representation to notate the blue region. In this case, we can assign a variable, such as C, to represent the blue region. To indicate that C represents the intersection of sets A and B, we write C = A ∩ B. This notation clarifies that C represents the elements that belong to both sets A and B.
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Suppose that 8% of the patients tested in a clinic are infected with HIV. Furthermore, suppose that when a blood test for HIV is given, 92% of the patients infected with HIV test positive and that 9% of the patients not infected with HIV test positive. What is the probability that a patient testing positive for HIV with this test is not infected with HIV?
The problem involves calculating the probability that a patient who tests positive for HIV is not actually infected with HIV. Given that 8% of the patients tested are infected and that the test has a 92% true positive rate for infected patients and a 9% false positive rate for non-infected patients, we need to determine the probability of a false positive result.
Let's denote the events as follows:
A: Patient is infected with HIV
B: Patient tests positive for HIV
We are interested in finding P(A'|B), which represents the probability that a patient is not infected (A') given that they test positive (B).
According to Bayes' theorem, we can express this probability as:
P(A'|B) = (P(B|A') * P(A')) / P(B)
First, let's calculate P(B|A'), which represents the probability of testing positive given that the patient is not infected. Since the false positive rate is given as 9%, we have P(B|A') = 0.09.
Next, we need to calculate P(A'), which is the probability of not being infected. Since 8% of the patients are infected, the complement event (not being infected) has a probability of 1 - 0.08 = 0.92.
To calculate P(B), the probability of testing positive, we need to consider the total probability of testing positive, which includes both infected and non-infected patients. Therefore, we have:
P(B) = P(B|A) * P(A) + P(B|A') * P(A') = 0.92 * 0.08 + 0.09 * 0.92.
Finally, substituting these values into Bayes' theorem, we can calculate P(A'|B), the probability that a patient testing positive is not infected with HIV.
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b) A shopping center consists of two stores and two parking lots. In the diagram, w represents the width of Store B in meters. 25 13.5 Which expression for the area of the shopping center is written as the area of the stores plus the area of the parking lots? 38.5(w + 10) 10 Store A Parking Lot A 38.5w + 385 Store B Parking Lot B 25(w + 10) + 13.5(w + 10) (25 + 13.5)(10) + (25 + 13.5)w
Answer:
Step-by-step explanation:
25(w+10) + 13.5(w +10)
Answer:
25(w+10)+13.5(w+10)
Step-by-step explanation:
hope it helps
what's the ratio of 0.9?
Answer:
[tex] \frac{9}{10} = 0.9[/tex]
pythagorean theorem
Answer:
The pythagorean theorem is a theorem which states that the hypotenuse of a right triangle is equal to the sum of the squares of the other two sides.
Pythagorean theorem
in the right angle triangles there is a relationship that governs the length of the three sides. if we knows the length of any two sides, the third side may be calculated by the use of the Pythagorean theorem.
This theorem states that the square on the hypotenuse of a right angled triangle is equal to the sum of the squares on the remaining two sides.
we only use Pythagorean theorem to find the length of the missing side of a right angled triangle only.
Evaluate the expression when a=-2 and x=6. \
4x-a
Answer:
26
Step-by-step explanation:
Given
4x - a ← substitute a = - 2, x = 6 into the expression
= 4(6) - (- 2) [ note - (- ) is equivalent to + ]
= 24 + 2
= 26
Please help me TwT
Please and Thank you!
Answer:
Option C (None Of The Above)
Step-by-step explanation:
Given expression = [tex] - (\frac{ - e}{ - f} )[/tex]
Lets multiply the numerator and denominator by -1.
[tex] = > - ( \frac{ - e \times - 1}{ - f \times - 1} )[/tex]
[tex] = > - ( \frac{e}{f} )[/tex]
Now , lets open the brackets.
[tex] = > \frac{ - e}{f} [/tex]
But as this expression is not there in the given options , the correct answer will be Option C.
Answer:
C. None Of The Above
Step-by-step explanation:
Hope this helps
Consider the hypothetical study described below. Based solely on the information given, do you have reason to question the results of the study? Explain your reasoning.
Researchers design five survey questions to determine whether Norwegian citizens are happier than American citizens.
Is there reason to question the results? Select all that apply.
A.
No, there is not reason. The goal of the study is clear.
B.
Yes, there is reason. It is not clear how the variable of interest is defined.
C.
Yes, there is reason. The people being surveyed will likely not be representative of the population.
D.
Yes, there is reason. It is not clear how the variable of interest is measured.
E.
No, there is not reason. There is no bias in the study.
F.
No, there is not reason. It is unlikely that there are any confounding variables in the study.
There are reasons to question the results of the survey comparing the happiness of Norwegian and American citizens due to potential issues with defining the variable of interest.
The given options present various perspectives on whether there are reasons to question the results of the survey comparing the happiness of Norwegian and American citizens. Among the provided options, options B, C, and D are the most appropriate selections.
B. Yes, there is reason. It is not clear how the variable of interest is defined:
C. Yes, there is reason. The people being surveyed will likely not be representative of the population:
D. Yes, there is reason. It is not clear how the variable of interest is measured:
By considering these factors, it becomes apparent that there are reasons to question the survey results, highlighting the importance of clear definitions, representative sampling, and transparent measurement methods to ensure the validity and reliability of the study.
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Algebra pls help
Really
Answer: n=-14
Step-by-step explanation:
CONCEPT:
When the same-base exponents MULTIPLY= adding the exponents When the same-base exponents DIVIDE= subtracting the exponentsSOLVE:
The expression in the questions is [tex](x^{3} )(x^{-17})[/tex] which is MULTIPLYING, which means we should add the exponents together
[tex](x^{3} )(x^{-17})[/tex]=[tex]x^n[/tex] ⇔ Given
[tex]x^{3+(-17)}[/tex]=[tex]x^n[/tex] ⇔ Adding Exponents Together
[tex]x^{3-17}[/tex]=[tex]x^n[/tex] ⇔ Simplify
[tex]x^{-14}[/tex]=[tex]x^n[/tex] ⇔ Simplify
[tex]n[/tex]=[tex]-14[/tex] ⇔ Correspondingly
Hope this helps!! :)
Please let me know if you have any questions
what's 13.564^4x3.59^-39?
Answer:
0
Step-by-step explanation:
hope this helps :)
Using a 0.05 significance level, what decision and conclusion should you make regarding the null hypothesis? (1 point) LOOK AT ANALYSIS OF VARIENCE TABLE
a.Because p-value > 0.05, we fail to reject H0 and conclude that age can be used to predict disease activity score.
b.Because p-value > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity score.
c.Because p-value > 0.05, we reject H0 and conclude that age can be used to predict disease activity score.
d.Because p-value > 0.05, we reject H0 and conclude that age cannot be used to predict disease activity score.
e.Because p-value < 0.05, we reject H0 and conclude that age can be used to predict disease activity score.
The correct answer is:
[tex]\textbf{b.}[/tex] Because the p-value is > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity scores.
What is a null hypothesis?
The null hypothesis, denoted as H0, is a fundamental concept in statistical hypothesis testing. It is a statement or assumption that suggests there is no significant difference, effect, or relationship between variables in a population.
The decision and conclusion depend on the p-value obtained from the analysis of variance (ANOVA) table.
If the p-value is greater than 0.05, we fail to reject the null hypothesis (H0), implying that there is not enough evidence to support the alternative hypothesis.
If the p-value is less than 0.05, we reject the null hypothesis (H0), indicating that there is sufficient evidence to support the alternative hypothesis.
Therefore, the correct answer is:
Because the p-value > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity score.Using a 0.05 significance level, what decision and conclusion should you make regarding the null hypothesis?
\textbf{Answer:}
The decision and conclusion depend on the p-value obtained from the analysis of variance (ANOVA) table.
If the p-value is greater than 0.05, we fail to reject the null hypothesis (H0), implying that there is not enough evidence to support the alternative hypothesis.
If the p-value is less than 0.05, we reject the null hypothesis (H0), indicating that there is sufficient evidence to support the alternative hypothesis.
Therefore, the correct answer is:
\textbf{b.} Because the p-value > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity score.Using a 0.05 significance level, what decision and conclusion should you make regarding the null hypothesis?
\textbf{Answer:}
The decision and conclusion depend on the p-value obtained from the analysis of variance (ANOVA) table.
If the p-value is greater than 0.05, we fail to reject the null hypothesis (H0), implying that there is not enough evidence to support the alternative hypothesis.
If the p-value is less than 0.05, we reject the null hypothesis (H0), indicating that there is sufficient evidence to support the alternative hypothesis.
Therefore, the correct answer is:
\textbf{b.} Because the p-value > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity score.Using a 0.05 significance level, what decision and conclusion should you make regarding the null hypothesis?
\textbf{Answer:}
The decision and conclusion depend on the p-value obtained from the analysis of variance (ANOVA) table.
If the p-value is greater than 0.05, we fail to reject the null hypothesis (H0), implying that there is not enough evidence to support the alternative hypothesis.
If the p-value is less than 0.05, we reject the null hypothesis (H0), indicating that there is sufficient evidence to support the alternative hypothesis.
Therefore, the correct answer is:
\textbf{b.} Because the p-value > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity score.Using a 0.05 significance level, what decision and conclusion should you make regarding the null hypothesis?
\textbf{Answer:}
The decision and conclusion depend on the p-value obtained from the analysis of variance (ANOVA) table.
If the p-value is greater than 0.05, we fail to reject the null hypothesis (H0), implying that there is not enough evidence to support the alternative hypothesis.
If the p-value is less than 0.05, we reject the null hypothesis (H0), indicating that there is sufficient evidence to support the alternative hypothesis.
Therefore, the correct answer is:
\textbf{b.} Because the p-value > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity score.Using a 0.05 significance level, what decision and conclusion should you make regarding the null hypothesis?
\textbf{Answer:}
The decision and conclusion depend on the p-value obtained from the analysis of variance (ANOVA) table.
If the p-value is greater than 0.05, we fail to reject the null hypothesis (H0), implying that there is not enough evidence to support the alternative hypothesis.
If the p-value is less than 0.05, we reject the null hypothesis (H0), indicating that there is sufficient evidence to support the alternative hypothesis.
Therefore, the correct answer is:
[tex]\textbf{b.}[/tex] Because the p-value > 0.05, we fail to reject H0 and conclude that age cannot be used to predict disease activity scores.
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If the conclusion of a valid argument is false, then all of the premises must be false. O True O False
False. "If the conclusion of a valid argument is false, then all of the premises must be false" is incorrect.
The statement "If the conclusion of a valid argument is false, then all of the premises must be false" is incorrect. In a valid argument, the truth of the premises guarantees the truth of the conclusion, but it does not guarantee the truth of the conclusion in reverse. This means that even if the conclusion of a valid argument is false, it does not necessarily imply that all of the premises must be false.
A valid argument is one in which the conclusion logically follows from the premises. It is possible for the premises to be true and still lead to a false conclusion due to errors in reasoning or incorrect logical connections. In such cases, the argument is considered valid but unsound.
To illustrate this, consider the following example:
Premise 1: All birds have feathers.
Premise 2: Penguins are birds.
Conclusion: Therefore, penguins can fly.
This argument is logically valid because the conclusion follows logically from the premises. However, the conclusion is false because penguins cannot fly. In this case, the premises are true, but the conclusion is false.
Therefore, the statement that all of the premises must be false if the conclusion of a valid argument is false is incorrect.
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Can someone explain why the answer is False. Will Mark brainliest.
Answer:
Supplementary Angles are 180 degrees. A triangle has 180 degrees. One angle is already 90 degrees, so 2 more angles with 180 degrees is impossible.
Step-by-step explanation:
Consider the polynomials given below.
P(x) = 14 + 3.13 + 2x2 - + 2
Q*) = (x3 + 2x2 + 3)(x2 - 2)
Determine the operation that results in the simplified expression below.
25 + 14 - 513 - 312 + I-8
A. P+Q
B. P.Q
C. PQ
D. O-P
The operation that results in the simplified expression x⁵ + x⁴ - 5x³ - 3x² + x - 8 is; P + Q
How to Simplify Polynomials?
We are given the Polynomials as;
P(x) = x⁴ + 3x³ + 2x² - x + 2
Q(x) = (x³ + 2x² + 3)(x² - 2)
We want to find the combination of P and Q that would yield;
x⁵ + x⁴ - 5x³ - 3x² + x - 8
Let us expand Q(x) to get;
Q(x) = x⁵ + 2x⁴ + 3x² - 2x³ - 4x² - 6
Q(x) = x⁵ + 2x⁴ - 2x³ - x² - 6
Now, the combined polynomial shows us that coefficient of x⁴ is 1 and coefficient of x³ is - 5.
By inspection, we can say that the combination that would produce the required result is;
Q(x) - P(x) = x⁵ + 2x⁴ - 2x³ - x² - 6 - x⁴ - 3x³ - 2x² + x - 2
Q(x) - P(x) = x⁵ + x⁴ - 5x³ - 3x² + x - 8
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A payment of $970 scheduled to be paid today and a second payment of $1,260 to be paid in seven months from today are to be replaced by a single equivalent payment. What total payment made today would place the payee in the same financial position as the scheduled payments if money can earn 6.25%? (Do not round intermediate calculations and round your final answer to 2 decimal places.)
Therefore, the total payment made today by the payee is $2,149.01
Payment calculation.
To total payment made today would place the payee in the same financial position as the scheduled payments if money can earn 6.25% we will use the formula below.
PV = FV /(1 + Rr)^n
r =6.25%
FV = $1,260
PV = $ 1,260 / (1+ 0.0625) ^(7/12)
PV = $ 1,179.01
The value of the second payment is $ 1,179.01.
Lets find the total payment. We can represent the total payment by X.
X - $ 970 = $ 1,179.01.
To isolate X, we will add $ 970 to both sides.
X = $ 970 + $ 1,179.01.
X = $2,149.01
Therefore, the total payment made today by the payee is $2,149.01
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