MATHEMATICS HIGH SCHOOL

The LaSalle High School senior class raised funds for an end of the year cruise getaway. The city gave them a special package for the port fees and taxes - a flat fee of $1,500 for the entire class's port fees and taxes. It costs $367 per student to board the cruise. If your class raised $16,600, how many students can attend?

Answers

Answer 1
Answer: 41 students will be able to attend, with $53 left over. 

Related Questions

I) Find the quotient and the remainder when 2x³-3x²+3x+2 is divided by x²-2x+1.ii) write 2x³-3x²+3x+2 in the form ax+b+(cx+d)/(x²-2x+1)
Ten to the fourth power as a product of tens
What values of b satisfy 3(2b + 3)2 = 36?
The radius of a circle is 5 miles. What is the circumference?
PLEASE HELP ME :) 20 points

Adam has 4 1/3 gallons of apple juice, 3 5/9 gallons of orange juice, and 3 1/2 gallons of soda in his refrigerator. How many gallons of juice does Adam have altogether in his refrigerator?


A.7 2/3 gallons

B.7 5/6 gallons

C.7 2/9 gallons

D.7 8/9 gallons

Answers

The answer to the problem is D. 7 8/9

Which of the following integrals cannot be evaluated using a simple substitution? (4 points) Select one: a. the integral of the square root of the quantity x minus 1, dx
b. the integral of the quotient of 1 and the square root of the quantity 1 minus x squared, dx
c. the integral of the quotient of 1 and the square root of the quantity 1 minus x squared, dx
d. the integral of x times the square root of the quantity x squared minus 1, dx

Answers

Answer:

B. and C.

General Formulas and Concepts:

Calculus

Differentiation

  • Derivatives
  • Derivative Notation

Integration

  • Integrals
  • Indefinite Integrals
  • Integration Constant C

U-Substitution

Step-by-step explanation:

*Note:

It seems like B and C are both the same answer.

Let's define our answer choices:

a.  \displaystyle \int {√(x - 1)} \, dx

b.  \displaystyle \int {(1)/(√(1 - x^2))} \, dx

c.  \displaystyle \int {(1)/(√(1 - x^2))} \, dx

d.  \displaystyle \int {x√(x^2 - 1)} \, dx

Let's run u-substitution through each of the answer choices:

a.  \displaystyle u = x - 1 \rightarrow du = dx \ \checkmark

∴ answer choice A can be evaluated with a simple substitution.

b.  \displaystyle u = 1 - x^2 \rightarrow du = -2x \ dx

We can see that this integral cannot be evaluated with a simple substitution. In fact, this is a setup for an arctrig integral.

∴ answer choice B cannot be evaluated using a simple substitution.

C.  \displaystyle u = 1 - x^2 \rightarrow du = -2x \ dx

We can see that this integral cannot be evaluated with a simple substitution. In fact, this is a setup for an arctrig integral.

∴ answer choice C cannot be evaluated using a simple substitution.

D.  \displaystyle u = x^2 - 1 \rightarrow du = 2x \ dx \ \checkmark

Using a little rewriting and integration properties, this integral can be evaluated using a simple substitution.

∴ answer choice D can be evaluated using a simple substitution.

Out of all the choices, we see that B and C cannot be evaluated using a simple substitution.

∴ our answer choices should be B and C.

Topic: AP Calculus AB/BC (Calculus I/I + II)

Unit: Integration

Book: College Calculus 10e

Ninety students auditioned for the school play. One-third of those who auditioned were cast, 6 in major roles. What fraction of those who were cast got major roles?

Answers

Answer:

Step-by-step explanation:

0.2

Total number of students: 90

Total number of students who were cast: 1/3 x x 90 = 30

Number of students who got a major role: 6

Fraction of students who got a major role: 6/30

Fraction of students who got a major role: 1/5

1/5 as a decimal is 0.2

So in conclusion, the fraction of students who were cast and got major roles is 1/5 and the answer as a decimal is 0.2!

Which equation describes the line that contains (1,5) and has a slope of 2

Answers

The equation that describes the line that contains (1,5) and has a slope of 2 is y = 3x + 2

The equation of a line in point slope form is expressed as;

  • y-y0 = m(x - x0)

  • m is the slope of the line
  • (x0, y0) is the point on the line

Given the following parameters;

Slope  = 2

Point on the line is (1, 5)

Substitute the given parameters into the formula to have:

y - 5 = 3(x-1)

y - 5 = 3x - 3

y = 3x + 2

Hence the equation that describes the line that contains (1,5) and has a slope of 2 is y = 3x + 2

Learn more on equation of a line here: brainly.com/question/18831322
in order to write an equation you need to find the y-intercept. the way you do this is by plugging in the value 2 and the point into y=mx+b and solving for b. once you plug everything in you get 5=2(1)+b. solving from here you get b=3. putting everything together you get y=2x+3

Find the length of the base of a square pyramid if the volume is 128 cubic inches and has a height of 6 inches. Use 3.14 for pi and round your answer to the nearest hundredth.A. 4 inches
B. 8 inches
C. 16 inches
D. 24 inches

Answers

h=6 
V=128
a=√(3(V/h))a=8
base length = 8
The problem ask to find and calculate the base of a square pyramid if the volume is 128 cubic inches and has a height of 6 inches. Base on that data, I came up with a solution that leads to my answer and the answer among the choices is letter B. 8 inches

A mathematician is working with a programmer to write a program to solve a problem using high level mathematics. The mathematician asks the programmer to help her determine the efficiency of the algorithm. How can the efficiency be determined?

Answers

Answer:

The efficiency of the algorithm can be determined by a measure of amount of time for an algorithm to execute that is time efficiency. Also by a measure of the amount of memory needed for an algorithm to execute: space efficiency. Asymptotic dominance - comparison of cost functions when n is large. That is, g asymptotically dominates f if g dominates f for all "large" values of n.

Step-by-step explanation:

Efficiency of an algorithm means how fast it can produce the correct result for the given problem. The efficiency of an algorithm depends upon its time complexity and space complexity. The complexity of an algorithm is a function that provides the running time and space for data, depending on the size provided by us.

Usually there are natural units for the domain and range of this function. There are two main complexity measures of the efficiency of an algorithm: Time complexity is a function describing the amount of time an algorithm takes in terms of the amount of input to the algorithm.

Algorithm complexity is a measure which evaluates the order of the count of operations, performed by a given or algorithm as a function of the size of the input data. To put this simpler, complexity is a rough approximation of the number of steps necessary to execute an algorithm.

Steps to analyze an algorithm:

- Implement the algorithm completely.

- Determine the time required for each basic operation.

- Identify unknown quantities that can be used to describe the frequency of    execution of the basic operations.

- Develop a realistic model for the input to the program.
Other Questions
write an equation in standard form with integer coefficients for the line with slope 6/11 going through the point (-1,-6)
Maria counted the number of snowmen she saw each day what is the median number of the snowman 0 2 3 3 6 7 12
1.Read the complete problem before answering. Teresa bought gallons of chocolate milk at the dairy farm. Chocolate milk cost $4.50 a gallon. How much did Teresa spend on the milk? A student solved the problem this way. gallons = 2.5 gallons Let n represent the amount Teresa spent on the milk. n = 2.5 × $4.50 n = $11.25 Teresa spent $11.25. Use a similar strategy to solve this problem. Pedro bought lb of red sand and lb of brown sand to refill his sand box. Both types of sand cost $4.60 a pound. How much did Pedro spend on the sand? Read the complete problem before answering. Gilles had gallon of paint. How many quarts of paint did Gilles have? 2. (1 gallon = 4 quarts) A student solved the problem this way. 1 gallon = 4 quarts Multiply the number of gallons by 4. gallon = 2 quarts Use a similar strategy to solve this problem. Barbara made a punch by mixing quarts of ginger ale with quarts lemonade. How many pints of punch did Barbara make? (1 quart = 2 pints) 3.Read the complete problem before answering. Mark had a ribbon that measured yards. How many feet of ribbon did Mark have? (1 yard = 3 feet) A student solved the problem this way. 1 yard = 3 feet Multiply the number of yards by 3. yards = 13 feet Use a similar strategy to solve this problem. Julie had two strips of Velcro that measured yards and yards. How many feet of Velcro did Julie have? (1 yard = 3 feet) Read the complete problem before answering. Patty had gallons of milk left in the refrigerator. How many quarts of milk did Patty have left? (1 gallon = 4 quarts) A student solved the problem this way. 1 gallon = 4 quarts Multiply the number of gallons by 4. gallons = 9 quarts Use a similar strategy to solve this problem. Isaac jogged for hours in the morning and hours during lunch. How many minutes did Isaac jog that day? (1 hour = 60 minutes)
Which number best describes the number of stars you would find in a galaxy? A. hundreds B. thousands C. millions D. billions