what does (x)(y) represent in math ​

Answer:

From an email exchange with Professor Stewart:"It’s actually a fairly simple equation, mathematically speaking. What caused trouble was the complexity of the system the mathematics was intended to model.... You don’t really need to be a rocket scientist to understand that lending hundreds of billions of dollars to people who have no prospect of ever paying it back is not a great idea...."People took a theoretical equation too seriously, overreached its assumptions, used it to justify poor decisions, and built a trillion dollar house of cards on it. This made the crisis inevitable:"I think that the crisis became inevitable once the financial instruments being traded in gigantic quantities became so complex that no one could understand either their value or the risks they entailed. When markets trade real goods for real money, excesses can only grow to the limits of what is actually out there. When they trade virtual goods (derivatives) for virtual money (leverage), there’s no real-world limit, so the markets can gallop off into Cloud Cuckoo 

Step-by-step explanation:

Physicist: If you have plenty of chalkboard space and absolutely nothing better to do, you can write down numbers, letters (Greek if you’re δυσάρεστος), and mathematical operators and eventually you’ll have the longest equation ever written down.  So if you really want to see the most complicated equation ever, call in sick for a few weeks.  A better question might be “what is the most (but not needlessly) complicated equation?”.There are plenty of equations that are infinitely long, but often they’re simple enough that we can write them compactly.  For example,   This equation goes on forever, but it’s fairly straight forward: every term you flip the sign and increase the denominator from one odd number to the next.  You can write it in mathspeak as .  Like π itself, this sum goes on forever, but it isn’t complicated.  You can describe it simply and in such a way that anyone (with sufficient time and chalk) can find as many digits of π as they like.  This is the basic idea behind “Kolmogorov Complexity“; the length of the shortest possible set of written instructions that can produce a given result (never mind how long it takes to actually compute it).If you’re looking for an equation that needs to be complicated, a good place to look is physics (I mean, what else do you really need math for?).  If you want to describe the behavior of a ball flying through the air it’s not enough to say “it goes up then down”; there’s a minimum amount of math that goes into accurately calculating the path of falling objects, and it’s more complicated than that.Arguably, the universe is pretty complicated.  But like π, it is deceptively so (we hope).  If you want to do something like, say, describe the gravitational interactions of every star in the galaxy, you’d do it by numbering the stars (take your time: star 1, star 2, …, star n), determine the position and mass of each,  and , and then find the force on each star produced by all the others.  In practice this is absurd (there are a few hundred billion stars in the Milky Way, but we can’t see most of them because there’s a galaxy in the way), but the equation you would use is pretty straight forward.  The force on star k is: .  This is just Newton’s law of gravitation, , repeated for every possible pair of stars and added up.  So while the situation itself is complicated, the equation describing it isn’t.  Evidently, if you want an equation that genuinely needs to be complicated, you don’t need a complicated situation, you need complicated dynamics.

If is confusing than I can use a different example:)

Answer$5.22

Step-by-step explanation:

An equation can be written to determine the number of students that went on this trip is: C. \(\frac{1259}{s} + 12=\frac{1259}{s+9}\)

In order to write an equation to determine the number of students that went on this trip, we would have to assign a variable and an expression to the number of students who went on the trip and the original number of students who had planned to go on the trip as follows;

Since a total of $1259 was collected from all of the students with 9 students dropping out and their portion of the money collected given back to them while the students that are all still going must contribute an additional $12, an equation to determine the number of students that went on this trip is given by;

\(\frac{1259}{s} + 12=\frac{1259}{s+9}\)

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Complete Question:

A high school class is planning a field trip to an art museum in their city. The class collected a total of $1259 from all of the students, which will go towards renting a bus, museum admission, and lunch.

However, a week before the trip 9 students had to drop out and their portion of the collected money had to be given back to them. Due to this, the students that are all still going must contribute an additional $12 each to cover all of the cost.

Now let s be the number of students who went on the trip and s + 9 be the original number of students who had planned to go on the trip

What equation can be written to determine the number of students that went on this trip?

Answer:144

Step-by-step explanation:

Answer:144

Step-by-step explanation:

The value of x is -12 and the pair of interior angles are: 130 and 50 degrees.

Given, a transversal is passed by the parallel lines.

Hence consecutive interior angles are formed.

Each pair of internal angles on the same side of a transversal are supplementary, or they add up to 180°, if the transversal meets two parallel lines.

therefore, x+142 + x + 62 = 180°

arrange the variables one side

2x + 142 + 62 = 180

add the constants.

2x + 204 = 180

2x = 180-204

2x = -24

x = -12

interior angle 1 = x+142

= -12+142

= 130°

interior angle 2 = x+62

= -12+62

= 50°

Hence the value of x is -12.

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Answer:

6

Step-by-step explanation:

I solved in the picture but which one are you asking? 1 or 2? I think 1 so answer is 6

Hope this helps ^-^

Answer:

-2*(6y-3x+9)

Step-by-step explanation:

Answer:

-6(-x+3+2y)

Step-by-step explanation:

Answer:

$3.87 for the 18% tip.

Answer:

0 students passed in Science and 80 passed in both Math and Science.

Step-by-step explanation:

Given,

80 passed in Math, 70 failed in Math.

90 failed in Science and 20 failed in both.

To solve,

How many students passed in Science and how many passed in both Math and Science.

Science, 0 students passed (given)

How many passed in Math and Science

80 passed in Math and Science only 90 failed and 20 in both subjects.


So totally, 80 passed in both Math and Science


FINAL ANSWER:- 0 students passed in Science and 80 passed in both Math and Science.

Answer:

Step-by-step explanation:

The matches are:

Answer:

I believe that would be -1.47

Step-by-step explanation:

Answer: q=13

Step-by-step explanation:

add the separate the q, add 4 to the 9= 13

13=q

The freighter is approximately 164.33 miles from the city.

We can use the Law of Cosines to solve this problem. Let's label the distances as follows:

d: distance between the city and the freighter

x: distance between the city and the island

y: distance between the island and the freighter

First, we need to find x using the given coordinates:

N23°38'W is equivalent to S23°38'E, so we have:

cos(23°38') = x/48

x = 48cos(23°38') ≈ 42.67 miles

Next, we can use the coordinates of the freighter to find y:

N11°26'E is equivalent to E11°26'N, and N12°16'W is equivalent to S12°16'E. This means that the angle between the island and the freighter is:

23°38' + 11°26' + 12°16' = 47°20'

cos(47°20') = y/d

We can rearrange this equation to solve for y:

y = dcos(47°20')

Now we can use the Law of Cosines to solve for d:

d² = x² + y² - 2xy cos(90° - 47°20')

d² = 42.67² + (d cos(47°20'))² - 2(42.67)(d cos(47°20')) sin(47°20')

d² = 1822.44 + d² cos²(47°20') - 2(42.67)(d cos(47°20')) sin(47°20')

d² - d² cos²(47°20') = 1822.44 - 2(42.67)(d cos(47°20')) sin(47°20')

d² (1 - cos²(47°20')) = 1822.44 - 2(42.67)(d cos(47°20')) sin(47°20')

d² sin²(47°20') = 1822.44 - 2(42.67)(d cos(47°20')) sin(47°20')

d² = (1822.44 - 2(42.67)(d cos(47°20')) sin(47°20')) / sin²(47°20')

d ≈ 164.33 miles

Therefore, the freighter is approximately 164.33 miles from the city.

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Answer:

total distance = 3/4 miles

distance covered = 1/3 miles

distance left = 3/4 - 1/3

Answer:

At the store the ratio of books sold to movies sold was 4:5.For every 4 books sold there were 5 movies sold.

Step-by-step explanation:

Step-by-step explanation:

21x²-2x +1/2 = 0

x² - 2x ×21 + 1/2× 21 = 0

p-value is a measure of the probability that an observed difference could have occurred just by random chance.

Answer:

a. A two-sample z-test for a difference in sample proportions

Step-by-step explanation:

We are told that there are two supermarkets in the research named X and Y.

That a random number of shoppers were selected in each supermarket.

Thus means we have two different sample proportion.. Since a different number of people were randomly selected from each supermarket and a different number of people purchased the product.

Thus, we will have 2 sample proportions one for supermarket X and the other for supermarket Y.

In addition, the position of the product was different in both supermarkets.

Thus, we can say that this is a 2 sample Z-test for difference in their sample proportion.

The option that is most appropriate method for analyzing the results is that a two sample z test for a difference in population proportions.

A Two-Sample Z-test is known to be a kind of test that is often employed so as to make a comparison of the means of two samples to know and show if it is feasible that they are a product of the same population.

Conclusively, When a two sample z test is employed in the data given above, one can know and show the various difference that can be seen in population proportions.

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the equation of the true by converting the numbers is 362.

What is Tenths?

The place value of the digit that follows the decimal is tenths. It denotes the digit's 1/10th position. The denominator and numerator are the two components of a fraction. Therefore, if a fraction has 10 as the denominator, we can represent it as a decimal number with a digit in the tenths place. The place value of the digits that come after a decimal point is defined in mathematics as tenths and hundredths. When we count from right to left, the place values of the digits in a number are ones, tens, hundreds, and thousands.

x*100+y*10+z*1

=3*100+6*10+2*1

=362.

Hence the equation of the true by converting the numbers is 362.

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Answer:

1.6 or 2?

Step-by-step explanation:

5-3 =2

1/3 - 7/9 LCD

3/9 - 7/9 =-4/9

2-4/9 = 1 5/9

16/3-34/9 LCD

1 5/9 = 1.5555555555 rounded is 1.6 or 2? Not sure if decimals count.

Answer:

70.48% probability that it was infected with Dummy

Step-by-step explanation:

Bayes Theorem:

Two events, A and B.

\(P(B|A) = \frac{P(B)*P(A|B)}{P(A)}\)

In which P(B|A) is the probability of B happening when A has happened and P(A|B) is the probability of A happening when B has happened.

In this question:

Event A: Fixed by Bob

Event B: Infected with Dummy

65% of the customers with virus problems are bothered by Dummy

This means that \(P(B) = 0.65\)

If the computer is infected by Dummy, Bob has a 90% chance of fixing the problem.

This means that \(P(A|B) = 0.9\)

Probability of Bob Fixing

90% of 65%(fixing a Dummy-infected virus)

70% of 35%(fixing a Smarty-infected virus).

So

\(P(A) = 0.9*0.65 + 0.7*0.35 = 0.83\)

What is the probability that it was infected with Dummy

\(P(B|A) = \frac{0.65*0.9}{0.83} = 0.7048\)

70.48% probability that it was infected with Dummy

Answer:

False, the mean  is 2 6/7

Step-by-step explanation:

\(\frac{(4x1)+(3x4) +(2x2)}{7}\)  There are a total of 7 numbers

\(\frac{4 + 12+ 4}{7}\)

\(\frac{20}{7}\) = 2 6/7

Answer:

false

mean =efx/ef

=(4x1)+(4x3)+(2x2)/1+4+2

=4+12+4/7

=20/7

Answer:

Step-by-step explanation:

There is no question to help with? Maybe ask your teacher or computer guy.

Answer:

The side lengths are 5, 12, 13

Step-by-step explanation:

These are the side lengths we know before we have solved the problem.

a= x   b= x+7   c= 13

If we put this into the Pythagorean theorem, we get

\(13^{2} = x^{2} +(x+7)^{2}\)

Expand

\(169 = 2x^2+14x+49\\\)

Subtract 169 from both sides

\(0 =2x^2+14x-120\)

Solve using the quadratic formula

a= 2   b= 14   c= -120

\(\frac{-14\pm \sqrt{14^2-4\cdot \:2\left(-120\right)}}{2\cdot \:2}\)

\(x= \frac{-14\pm \:34}{2\cdot \:2}\)  

If we separate the solutions we get

\(x= \frac{20}{4} = 5\)

and

\(x= \frac{-48}{4} = -12\)

Since this is a question about length, we can ignore the negative.

So the longer leg is 12ft and the shorter leg is 5ft

The shorter length is 5feet and the longer length is 12 feet

Let the shorter leg = x

Let the longer leg = x+7

Therefore,

x² + (x+7)² = 13²

x² + x² + 14x + 49 = 169

Collect like terms

2x² + 14x + 49 - 169 = 0

2x² + 14x - 120 = 0.

Divide by 2

x² + 7x - 60

By using quadratic equation

x² + 12x - 5x - 60

x(x + 12) - 5(x + 12)

Therefore, x - 5 = 0

x = 0 + 5.

x = 5

The shorter length is 5ft

Longer length = 5+7 = 12 feet

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Answer:

I think it's c. 1/12 Sorry if I am wrong

Answer:

I think its "D" ... Reaaly sorry if i am  wrong..

Step-by-step explanation:

4/ 12 months is y

4/12 = 1/3

2 kids :

1/3 divide by 2

1/3 x 1/2 = 1/6

I am really sorry if i am wrong!