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3 years ago

What is the value of y in the equation 2 + y = −3?

Mathematics

1 answer:

SOVA2 [1]3 years ago

7 0

I believe that y is equal to -5.

y=-5

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Which statements are correct regarding the properties of trapezoids?

natulia [17]

Answer:

The diagonals of an isosceles trapezoid are congruent.

The bases of a trapezoid are parallel.

4 0

3 years ago

Find the average value of the function on the given interval.<br> f(x)=2 ln x; [1,e]

JulijaS [17]

Answer:

$f_{avg}=\frac{1}{e-1}$

Step-by-step explanation:

We are given that a function

$f(x)=2lnx$

We have to find the average value of function on the given interval [1,e]

Average value of function on interval [a,b] is given by

$\frac{1}{b-a}\int_{a}^{b}f(x)dx$

Using the formula

$f_{avg}=\frac{1}{e-1}\int_{1}^{e}lnx dx$

By Parts integration formula

$\int(uv)dx=u\int vdx-\int(\frac{du}{dx}\int vdx)dx$

u=ln x and v=dx

Apply by parts integration

$f_{avg}=\frac{1}{e-1}([xlnx]^{e}_{1}-\int_{1}^{e}(\frac{1}{x}\times xdx))$

$f_{avg}=\frac{1}{e-1}(elne-ln1-[x]^{e}_{1})$

$f_{avg}=\frac{1}{e-1}(e-0-e+1)=\frac{1}{e-1}$

By using property lne=1,ln 1=0

$f_{avg}=\frac{1}{e-1}$

8 0

3 years ago

Using the given points, determine the slope. <br><br> (0, 32) and (100, 212)

Allushta [10]

Hi!

To find the slope of two given points, subtract the y values, and subtract the x values, or..

$\frac{(y2 - y1)}{(x2 - x1)}$

$\frac{(212 - 32)}{(100 - 0)}$

$\frac{180}{100}$

The answer is 9/5 or 1.8.

Hope this helps! :)

8 0

3 years ago

Read 2 more answers

Consider the sequence of steps to solve the equation: 2(x − 4) + 6x = 9x − 10 Given ⇒ 2(x − 4) + 6x = 9x − 10 Step 1 ⇒ 2x − 8 +

hram777 [196]

Answer:

step 3 and step 4

Step-by-step explanation:

2(x − 4) + 6x = 9x − 10

2x - 8 + 6x = 9x - 10

2x +6x - 9x = -10 + 8

-x = -2

x = 2

4 0

3 years ago

Outline the steps for taking cross sections of a rectangular prism.

fgiga [73]

Answer:

find a suitable cutting tool
cut the prism on the plane of interest

Step-by-step explanation:

A cross section is the intersection of a cut plane with the object of interest. In a classroom setting, we often try to do the cross sectioning mentally or with diagrams, rather than physically cutting anything. Sometimes, there is no substitute for actually performing the cut to see what the cross section looks like.

For certain samples that don't take kindly to cutting, we sometimes encase them in a block of material that helps them hold their shape during the process. Sometimes the "cutting" is performed by grinding away the portion of the material on one side of the cut plane.

7 0

3 years ago