Find the inverse of the given matrix, if it exists. Use the algorithm for finding A-by row reducing [A I]. A= 10 3 - 2 1 - 3 - 4 2 - 3 Set up the matrix [A I] 10 3 100 [A I] - -2 1-3 0 10 - 4 2 -3 0 0 1 (Type an integer or simplified fraction for each matrix element.) Find the inverse. Select the correct choice below and, if necessary, fill in the answer box to complete your choice. A. The inverse matrix is a (Type an integer or simplified fraction for each matrix element.) B. The matrix A does not have an inverse.

Answer:

A

Step-by-step explanation:

The lifting force if the speed is 220 miles per hour is F' = 708.53 N.

The force of light, or simply light, is the sum of all forces on an object that cause the object to move perpendicular to the direction of flow.

The most common type of lift is the wing lift. But there are many other common uses, such as propellers on airplanes and ships, rotors on helicopters, fan blades, sails on sailboats, and wind turbines.

We have,

The lifting force, F, exerted on an airplane wing varies jointly as the area, A, of the wing's surface and the square of the plane's velocity, v. It, means that,

\(F=kAv^{2}\)

Where

k is constant

If, A = 190 Ft², v = 220 mph, F = 950 pounds

Now, find k first from the above data. So,

    \(k=\frac{F}{Av^{2} }\)

⇒ \(k=\frac{950}{190* (220)^2}\)

⇒ k = 0.0001033

It is required to find the lifting force on the wing if the plane slows down to 190 miles per hour.

Let F' is a new force. So,

    F' = 0.0001033 × 190 × (190)²

⇒ F' = 708.53 pounds.

So, the lifting force is 708.53 pounds if the plane slows down to 190 miles per hour.

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Answer: where is the question

Step-by-step explanation:

Step-by-step explanation:

given ponts,

(3,0)=(x1,y1)

(-6,-3)=(x2,y2)

we know,

Eqn of any line joining two points be,

(y-y1)={(y2-y1)/(x2-x1)}*(x-x1)

y-0={(-3-0)/(-6-3)}*(x-3)

y=(1/3)*(x-3)

y=(x-3)/3

3y=x-3

0=x-3y-3

x-3y-3=0

Therefore it is required eqn

The equation of the axis of symmetry for the given function is x = 1.

To find the equation of the axis of symmetry for the function f(x) = -4x² + 8x - 28, we can use the formula:

x = -b / (2a)

where "a" and "b" are coefficients in the quadratic equation ax² + bx + c.

In this case, a = -4 and b = 8. Plugging these values into the formula, we get:

x = -8 / (2*(-4))

x = -8 / (-8)

x = 1.

The axis of symmetry for a quadratic function in the form of \(f(x) = ax^2 + bx + c\)  can be found using the formula x = -b / (2a).

In the case of the given quadratic function f(x) = -4x² + 8x - 28, the coefficient of \(x^2\) is a = -4 and the coefficient of x is b = 8.

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Answer: 27 students

Step-by-step explanation:

First take 45 + 90 = 135 students total

20% = 0.2

Then take 135 times 0.2 = 27 students

In conclusion, the correct answer is d) Straight.

The correct answer is d) Straight.

In geometry, an angle is formed by two rays that have a common endpoint. Angles can be classified based on the measure of their degree. A straight angle measures 180 degrees, which is the same as a straight line. It is formed by two opposite rays that point in opposite directions, and they create a straight line.

Therefore, an angle that measures 180 degrees is called a straight angle. In a straight angle, the two rays point in opposite directions and form a straight line. This angle is not acute, obtuse, or right because it doesn't form a triangle, and the degree measure is not less than 90 degrees or greater than 90 degrees.

In conclusion, the correct answer is d) Straight.

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If teacher is distributing sheets in a class, then the equation which is used to find number of students in class is (d) 2x+8 = 3x - 11​.

A "Linear-Equation" is a mathematical equation that represents a straight line in a coordinate plane. It is of form : y = mx + b

where y is the dependent variable, x is the independent variable, m is the slope of the line, and b is the y-intercept (the point at which the line crosses the y-axis).

Let number of students in class be denotes as "x",

If each student get 2 sheets, then 8 sheets are remaining, it is mathematically represented as : 2x + 8 ,

If each student get 3 sheets each, then there would be 11 sheets less, and this is represented as : 3x - 11,

So, the equation which is used to find number of students in class is 2x+8=3x-11,

Therefore, the correct option is (d).

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The given question is incomplete, the complete question is

If a teacher were to distribute sheets of paper so that each student got two sheets, there would be 8 sheets remaining. However, if three sheets were given to each student, the teacher would be 11 sheets short. Which equation could be used to find how many students are in the class?

(a) 2(x - 8) = 3(x + 11)

(b) 2(x + 8) = 3(x - 11)

(c) 2x-8 = 3x + 11

(d) 2x+8 = 3x - 11​

If the first marble is blue, the expressions of picking another blue marble on the second draw increases since there is now one less blue marble in the pool of marbles to choose from.

In mathematics, an expression is a set of numbers, variables, and mathematical operations (such as addition, subtraction, multiplication, division, exponentiation, and so on) that expresses a quantity or value. Expressions might be simple, like "3 + 4", or complex, like "(3x2 - 2) / (x + 1)". They may also include functions such as "sin(x)" or "log(y)". Expressions can be evaluated by substituting values for the variables and carrying out the mathematical operations in the given order. For instance, if x = 2, the formula "3x + 5" is 3(2) + 5 = 11. In mathematics, expressions are widely used to explain real-world situations, build equations, and simplify complex mathematical issues.  

These two occurrences are linked because the outcome of the second event is determined by the outcome of the first. Specifically, whether or not a certain marble was chosen on the first draw influences the probability of picking that marble on the second draw.

For example, if the first marble is red, the probability of getting another red marble on the second draw is reduced since there is now one fewer red marble to choose from in the pool of marbles. If the first marble is blue, the likelihood of picking another blue marble on the second draw increases since there is now one less blue marble in the pool of marbles to choose from.

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Step-by-step explanation:

Hi, Hope this will help:)

Answer: it’s 3925

Step-by-step explanation:

Step-by-step explanation:

Let the number of stamps of John be x.

Then number of Minghua's stamps:

John's: x

Minghua's: (3/2)x

Answer:

I believe the measure of the sum of interior angles of  square is 360 degrees, and we know that all the angles are equal to 3x. You'd set up the equation to look like 3x+3x+3x+3x=360

simplify that, and you get 12x=360

this means x= 30

Answer:

d)the observations expressed in standard units

Step-by-step explanation:

The average will change and hence, consequently, so will the deviations from the average and also the standard deviation. so, the only option left is d)

Answer:

The time it takes Ms. Croft to reach the cruise ship by speedboat = 6.11 hours

The time it takes Ms. Croft to reach the cruise ship by helicopter = 6.25 hours

since it takes less time for Ms. Croft to reach the cruise ship by taking the speedboat, her best choice to retrieve the artifact is to take the speedboat.

Step-by-step explanation:

The given parameters are;

The elapsed time by which Ms. Croft missed the boat = 5 hours

The speed of the cruise ship = 528 mi/day

The speed of the speedboat = 100 miles in 2.5 hours

The speed of the helicopter = 90 mph

The time it would take Ms. Croft to arrive at the harbor = 3.5 hours

Therefore, we have;

The cruise ship's speed = 528 miles per 24 hours = 528/24 mph = 22 mph

The location of the cruise after the first 5 hours = 5 × 22 = 110 miles

The speed of the speedboat = 100 miles per 2.5 hours = 100/2.5 = 40 mph

By traveling with a speed boat

The time at which Ms. Croft will intercept the cruise ship is given by the following relation;

40 mph × t = 22 mph × t + 110 miles

Which gives;

40 mph × t - 22 mph × t = 110 miles

18 mph = 110 miles

t = 110 miles/(18 mph) = 55/9 hours ≈ 6.11 hours

By taking the helicopter, we have;

Upon arrival at the harbor, after 3.5 hours, we find

90 mph × t = 22 mph × t + 22 mph × 3.5 hours + 110 miles

90 mph × t - 22 mph × t = 22 mph × 3.5 hours + 110 miles

68 mph × t = 77 miles + 110 miles = 187 miles

t = 187 miles/(68 mph) = 11/4 hours = 2.75 hours

The total time it takes Ms. Croft to reach the cruise ship by taking the helicopter = 3.5 + 2.75 = 6.25 hours

Therefore, since it takes less time for Ms. Croft to reach the cruise ship by taking the speedboat, her best choice to retrieve the artifact is to take the speedboat.

The equation has no real solutions, the graph of (x^2 + 9)/x does not cross the x-axis. Hence, the area bounded by the given equations is 0.

To find the area of the region bounded by the graphs of the equations y = (x^2 + 9)/x, x = 1, x = 4, and y = 0, we can set up an integral and evaluate it. However, there seems to be a mistake in your calculation as the area cannot be negative.

Let's proceed with finding the correct area using integration:

We need to find the definite integral of the function y = (x^2 + 9)/x between the limits x = 1 and x = 4. Since the graph is below the x-axis for certain values of x, we'll split the integral into two parts to ensure we only consider the positive area.

First, let's find the area below the x-axis:

∫[1 to a] [(x^2 + 9)/x] dx

And the area above the x-axis:

∫[a to 4] [(x^2 + 9)/x] dx

We need to find the value of a where the function (x^2 + 9)/x crosses the x-axis. To find this, we set the numerator equal to zero:

x^2 + 9 = 0

x^2 = -9 (which has no real solutions)

Since the equation has no real solutions, the graph of (x^2 + 9)/x does not cross the x-axis. Hence, the area bounded by the given equations is 0.

Using a graphing utility to verify this result would also confirm that the region bounded by the given equations does not have any positive area.

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The area of the region bounded by the graphs of the equations is 14.793, calculated using calculus and definite integrals.

The area of the region is found by computing the definite integral of the function y = (x^2 + 9)/x from x = 1 to x = 4.

This is a calculation involving calculus and definite integrals.

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Answer:

The correct equation for the scenario is C=k / f

Number of cars when fee=$6 is

C=k/6

Step-by-step explanation:

Let

C= number of cars

f=fee

Number of cars increases as fee decreases

This is an inverse variation

Therefore,

C= k / f

When,

f=$6

C= k / f

C=k/6

The correct equation for the scenario is C=k / f

Number of cars when fee=$6 is

C=k/6

Answer:

x + y =90

Step-by-step explanation:

So to find any angle in a complementary set you would subtract the angle given by 90.

Easy way to remember what complementary means is the C is like the curve of 9 in 90 and in supplementary the S is like half a 8 in 180.  

Answer:

(0,3) (0,7)

Step-by-step explanation:

This expression gives us a present value of approximately $1,376,500.

To calculate the present value of John Doe's winnings, we need to find the present value of each individual payment and then sum them up.

The formula to calculate the present value of an annuity is:

PV = C * (1 - (1 + r)^(-n)) / r

Where PV is the present value, C is the annual payment, r is the discount rate, and n is the number of periods.

In this case, John Doe will receive $100,000 each year for 30 years, and the discount rate is 6%. Plugging these values into the formula, we get:

PV = $100,000 * (1 - (1 + 0.06)^(-30)) / 0.06

Calculating this expression gives us a present value of approximately $1,376,500.

Therefore, the correct answer is:

c. $1,376,500.

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To find the new coordinates of the points after Louis multiplied each x-coordinate and y-coordinate of triangle ABC by -2, we can use the following formulas:

New x-coordinate = -2 * old x-coordinate

New y-coordinate = -2 * old y-coordinate

Let's apply these formulas to each point in triangle ABC:

Point A: (-3, 4)

New x-coordinate of A = -2 * (-3) = 6

New y-coordinate of A = -2 * 4 = -8

New coordinates of A: (6, -8)

Point B: (1, 1)

New x-coordinate of B = -2 * 1 = -2

New y-coordinate of B = -2 * 1 = -2

New coordinates of B: (-2, -2)

Point C: (5, -2)

New x-coordinate of C = -2 * 5 = -10

New y-coordinate of C = -2 * (-2) = 4

New coordinates of C: (-10, 4)

Therefore, the new coordinates of the points after Louis multiplied each x-coordinate and y-coordinate of triangle ABC by -2 are:

A: (6, -8)

B: (-2, -2)

C: (-10, 4)

"It is typical for the person who is most difficult to convince in an argument to say that everyone else is stubborn." refers projection (option c).

To understand projection in mathematical terms, we can think of it as a function f(x), where x represents the individual's own thoughts or emotions. The output of the function, f(x), represents the projection of these thoughts or emotions onto someone else.

In the case of arguments, the person who is most difficult to convince may have a high value of x, indicating that they are feeling stubborn. However, instead of accepting this feeling, they project it onto others, resulting in a high value of f(x) for those around them.

Projection is just one example of the many defense mechanisms that humans use to protect themselves from unpleasant thoughts or emotions. Understanding these mechanisms can help us to better navigate difficult situations, including arguments, and improve our communication skills.

Hence the correct option is (c).

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Answer:

-8/5 or 1.6

Step-by-step explanation:

if you get the 2 points on the graph and use slope formula you get the answer

Answer:

This is really simple, here i'll explain:

Step-by-step explanation:

41.2 x 1.5=

count how many spaces are after the decimal point.

for example, 41.2 has 1 space after the decimal point. The decimal 1.5 also has 1 space after the decimal point. So if you add the spaces it would be 2 because 1 + 1 = 2

After that, take away the decimal point, and just multiply like you normally would.

412 times 15

this would be 6180

after you do the multiplication, you will add the decimal point.

The decimal point will go in between 1 and 8 because there were 2 spaces after the decimal point in the numbers, and if you add them it would be 2 spaces.

Hope this helps!

Answer:

41.2×1.5=61.8. because you always have to line up the decimals.

Answer:

X= -5/3 Y= 10/3

Let me know if you need the work to be shown

Answer:136.69 lb

Step-by-step explanation:

136.69 lbs  in 62 Kilograms (62kg) in Pounds (lb) by unit conversion.

What is  unit conversion ?

The same feature is expressed in a different unit of measurement through a unit conversion. For instance, time can be expressed in minutes rather than hours, and distance can be expressed in kilometers, feet, or any other measurement unit instead of miles. The units of a measured quantity can be changed without changing the value using a conversion factor, which is an expression representing the connection between units.

                                The numerator and denominator of a conversion ratio (also known as a unit factor) have the same value whether represented in various units, and the ratio itself always equals one (1).

1 kg = 2.2046226218 lbs

62 x 2.204622622 = 136.686602564

62 kg ≈ 136.69 lbs

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Catelyn will have approximately $1,647.62 in her account after 3 years of making deposits every 6 months.

To calculate how much Catelyn will have after 3 years, we need to determine the total number of compounding periods and then apply the compound interest formula.

Given:
Principal deposit (P) = $1537
Interest rate (r) = 2.07% per year (expressed as a decimal, r = 0.0207)
Compounding period (n) = 4 times per year (quarterly)
Time (t) = 3 years

First, we calculate the total number of compounding periods:
Number of compounding periods (N) = n * t = 4 * 3 = 12

Next, we can use the compound interest formula to calculate the future value (A):
A = P * (1 + r/n)^(n*t)

Plugging in the values:
A = $1537 * (1 + 0.0207/4)^(4*3)
A = $1537 * (1 + 0.005175)^12
A = $1537 * (1.005175)^12
A ≈ $1,647.62

Therefore, Catelyn will have approximately $1,647.62 in her account after 3 years of making deposits every 6 months.

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Answer: 4/16, 5/20, 6/24

Step-by-step explanation:

The fraction of 1/4 will multiply by the same number n on both numerator and denominator.

1/4 and 2/8 is equivalent fractions

1/4 and 2/8 has the following equivalent fractions:

3/12, 4/16, and so forth.

After simplifying the numerator and denominators, the equivalent fractions have the same amount or value. If both the numerator and denominator are cancelled by a common factor, the fractions will produce the same value.

To put it another way,

a/b = c/d = e/f

A fraction of 1/4, has the equal of 2/8 because 2/8 is simplified to the same value as 1/4.

Answer:

If csc = 29/21, then the reciprocal of this is equal to the sine of the angle. So,

sin = 21/29.

Since cosine is less than 0, then the angle must be in the second or third quadrant, which means that the sine of the angle must be positive. So,

sin = 21/29, and cos = -√(1 - sin^2) = -√(1 - (21/29)^2)

Next, we can find the tangent by taking the ratio of sine to cosine:

tan = sin / cos = 21/29 / -√(1 - (21/29)^2) = -21/√(841 - 441)

Finally, we can find the cotangent by taking the reciprocal of the tangent:

cot = 1 / tan = -√(841 - 441) / 21

So, the remaining trigonometric functions are:

sin = 21/29

cos = -√(1 - (21/29)^2)

tan = -21/√(841 - 441)

cot = -√(841 - 441) / 21

Answer:

ight so combine the 14x and the 4x thats 18x then divide by 18 90 divided by 18 is 5 so x is 5

Step-by-step explanation:

Answer:

1 no

2 yes

3 no

4 yes

5 no

(((()))))

Triangles ABC and ADC are congruent based on the ASA congruence theorem, and by reflection, one triangle can be carried onto the other triangle, therefore:

Recall:

Thus:

The image of both triangles given shows that they have two pairs of angles and an included side, which means that the ASA Congruence Theorem can be used to prove their congruency. Therefore,

Also, the transformation that can justify that triangles ABC and ADC are congruent is reflection that will carry one triangle onto the other triangle.

Therefore,

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