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sqrt(x)+y=9;x+sqrt(y)=11, find xand y

sqrt(x)+y=9; x+sqrt(y)=11; find the value of x and y.

Research, Knowledge and Information :


Given [math]\sqrt{x}+y=11[/math] and [math]x+\sqrt{y}=7[/math ...


Given [math]\sqrt{x}+y=11[/math] and [math]x+\sqrt{y ... Clearly x and y should be perfect squares of some integer which are less than 11. So X = 4 and Y = 9 is one ...
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Solutions - Homework sections 17.7-17 - invariant.org


Solutions - Homework sections 17.7-17.9 ... 0 y 2 2xg. Since we have zas a function of xand yon our surface S, ... 11 3 x x3 + 34 15) ...
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Math 2260 Exam #1 Practice Problem Solutions


1.What is the area bounded by the curves y= x2 1 and y= 2x+ 7? Answer: ... 6.Find the volume of the solid obtained by rotating the region between the graphs of y= x p ...
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x+^y=11 ^x+y=7 find the value of x and y ans x=9 and y=4 i ...


x+^y=11 ^x+y=7 find the value of x and y ans x=9 and y=4 i want solution
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Math 230, Fall 2012: HW 9 Solutions


Math 230, Fall 2012: HW 9 Solutions ... Let Z= Y X. a) Find the joint density of Xand Y. ... = e z so we see that X and Zare independent. Problem 6 (p. 355 #11).
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Math 241, Exam 3. 11/21/11. Name


Math 241, Exam 3. 11/21/11. Name: ... the parabolic cylinders y2 = xand y= x2. Do not evaluate. Solution: Z 1 0 Zp x x2 (x2 +3y2)dydx= Z 1 0 Z y2 p y
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Winter 2012 Math 255 - Mathematics


Winter 2012 Math 255 Problem Set 11 ... Let us choose xand yas parameters. x= x; y= y; z= p 1 2x2 4y2: Then, the vector equation is obtained as r(x;y) = xi+ yj p
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Suggested Questions And Answer :


how to find x and y intercepts for F(x)=2x^3+3x^2-8x+3

On the y-axis, x = 0. Thus, we have: F(0) = 2(0)^3 + 3(0)^2 - 8(0) + 3 = 0 + 0  - 0 + 3 = 3 Thus, (0, 3) is the y-intercept. On the x-axis, y = 0. Thus, we have: 0 = 2x^3 + 3x^2 - 8x + 3 0 = 2x^3 + 5x^2 - 2x^2 - 3x - 5x + 3 0 = 2x^3 + 5x^2 - 3x - 2x^2 - 5x + 3 0 = (2x^3 + 5x^2 - 3x) - (2x^2 + 5x - 3) 0 = x(2x^2 + 5x - 3) - 1(2x^2 + 5x - 3) 0 = (x - 1)(2x^2 + 5x - 3) 0 = (x - 1)(2x^2 - x + 6x - 3) 0 = (x - 1)((2x^2 - x) + (6x - 3)) 0 = (x - 1)(x(2x - 1) + 3(2x - 1)) 0 = (x - 1)(x + 3)(2x - 1) x - 1 = 0 or x + 3 = 0 or 2x - 1 = 0 x = 1 or x = -3 or x = 1/2 Thus, the x-intercepts are (1, 0), (-3, 0) and (1/2, 0).
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Let f(x)=3-7xand g(x)=2+5x. Find the following: f(2)


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sqrt(x)+y=9;x+sqrt(y)=11, find xand y

Given sqrt(x)+y=9....(1) x+sqrt(y)=11...(2) FROM EQUATION (1) y=9-√x x+√(9-√x)=11 x=8.5345+10^(-5)i Substituting x value in equation (1) x=6.07813*10^(-17)i Algebra 1 - http://www.mathcaptain.com/algebra/algebra-1.html
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Twenty percent of a certain number is 16. find the number. And show your work.

Twenty percent of a certain number is 16. find the number. And show your work. 1. Twenty percent of a certain number is 16. Find the number. 2.The length of a rectangle is 5 meters more than twice the width. The perimeter of the rectangle is 46 meters. Find the length and width of the rectangle. 3. One angle of a triangle is 47 degrees of the other two angles, one of them is 3 degress less than three times the other angle. Find the measures of the two angles. Please show all work. 1. 0.2x = 16    5 * 0.2x = 16 * 5    x = 80 2. L = 2W + 5    P = 2L + 2W    46 = 2(2W + 5) + 2W    46 = 4W + 10 + 2W    46 = 6W + 10    36 = 6W    6 = W    L = 2W + 5    L = 2(6) + 5    L = 12 + 5    L = 17    P = 2L + 2W    P = 2(17) + 2(6)    P = 34 + 12    P = 46 3. a = 47    b + c = 180 - 47 = 133    b = 3c - 3    (3c - 3) + c = 133    4c - 3 = 133    4c = 136    c = 34    b = 3c - 3    b = 3(34) - 3    b = 102 - 3    b = 99    a + b + c = 180    47 + 99 + 34 = 180  
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55% of graduates find a job in field, probability that 1 of 7 random graduate find a job

wot yu need tu du is: chans 1 student will NOT find a job=45% chans 7 students will NOT find a job=(0.45)^7 =0.0037366945 or 0.0037 thus chans 1 av 7 students will find job=1-0.0037 =0.996263 or 99.6%
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how do you get an equation of a tangent line to a parabola given the point of tangency

You need to find the derivative dy/dx of the curve and substitute x and y, if necessary, to find the slope at a particular given point. The slope is the tangent at the point. The standard linear equation y=ax+b can then be constructed, because the tangent will be a. To find b, the y intercept, substitute the coords of the given point into x and y and you'll be able to find b. That gives you the line. For example, let y=px^2+qx+r be the equation of a parabola, where p, q and r are constants, then dy/dx=2px+q. Let's say you're given the point on the curve where x=A, then dy/dx=2pA+q. This is a number because p, q and A are all known values (you'll be told what they are). This is your slope for the tangent, so a=2pA+q, and y=(2pA+q)x+b is the equation of the tangent line. To find b we first find out what y is on the curve when x=A. We know y=pA^2+qA+r. To make it easier to read, call this y coord B. So we substitute (A,B) in our linear equation to find b=B-A(2pA+q). It's much easier when you have actual numbers rather than symbols. In the same way you can find the equation of the perpendicular because its slope is related to the slope of the tangent. It's -1/(2pA+q), the negative reciprocal of the tangent. I hope this helps your understanding.
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Please help

You need to see through the problem and apply whatever is necessary to reduce the number of variables till eventually there's only one to find. Remember a simple fact: if you have two variables you always need two independent equations to find them; for three variables, three equations; four variables, four equations. You use the multiplication property if it helps you to eliminate a variable between two equations. Take some examples: x+y=10, x-y=3; simply adding these two equations will eliminate y and help you find x. 2x=13 so x=6.5 and y=3.5; 2x+y=10, x-2y=10; we could double one equation or the other so as to match the coefficients of one or other of the variables; but since it's easier to add two equations rather than to subtract them, where we have a minus in one equation and a plus in the other, we would prefer to use the multiplier for the relevant variable. So we double the first equation and add to the second: 4x+2y=20 PLUS x-2y=10: 5x=30, making x=6 and y=-2. The last pair of equations could have been written: 2x+y=x-2y=10, but it's still two equations. There is no one way to solve equations, and you can save yourself a lot of stress by not assuming you have to remember a rigid technique or formula as “The Way to do it”. You'll find mathematics is more fun when you intelligently try different methods and use your natural creativity to guide you. And here's another interesting thing. Those questions about finding a missing number in a series can be tackled in many cases as solving simultaneous equations. You only need n equations to find n variables, and a series can be seen as a set of terms generated by a function y=f(x) for different values of x (the position in the series), giving different values of y (the terms in the series). f(x) is a polynomial of the type ax^n+bx^(n-1)+cx^(n-2)+... If there are four given terms n=3 and the variables are a, b, c and d; if there are 3 given terms, n=2 and the variables are a, b and c. There is always a solution, we just have to work through and find it!
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During Lunch, the cafeteria sells 12 sandwiches, 10 soups, and 9 salads

During Lunch, the cafeteria sells 12 sandwiches, 10 soups, and 9 salads Six students had sandwiches and soup, 4 students had sandwiches and salads, ... 5 students had soup and salad, and ... 2 students had all three. How many students ate lunch? We need a Venn diagram. This is the best I can do. Each rectangle holds the number of students who bought a particular item. The intersections of the rectangles (regions) will hold the number of students who bought the items covered by multiple rectangles.                                 Soup                     +----------------------+                     |               a             |                     |                              |                     |          +----------------------+                     |          |             f     |         |           +------|--------|-------+        |          |           |         |   d     |    g   |         |          |           |         |          |         |         |          | Sandwich           |        +--------|-------|-------+         |           |                    |         |                   | Salad |                    |   e    |         c         |           |       b           |         |                   |           |                   +-------|---------------+           |                             |          +-----------------------+ Let's define each of the regions. a is the number of students who bought only soup b is the number of students who bought only a salad c is the number of students who bought only a sandwich d is the number of students who bought only soup and a salad e is the number of students who bought only a salad and a sandwich f is the number of students who bought only soup and a sandwich g is the number of students who bought all three items Now, we show the aggregates of the regions representing the students who bought various combinations. cefg = 12 sandwiches (all four of those regions         are contained within the sandwich rectangle) adfg = 10 bought soup bdeg =  9 bought a salad fg      =  6 bought soup and a sandwich ge     =  4 bought a salad and a sandwich dg     =  5 bought soup and a salad g       =  2 bought all three items We were given the number of students in region g, those who bought all three items. We can insert the number 2 into that region.                                 Soup                     +----------------------+                     |               a             |                     |                              |                     |          +----------------------+                     |          |             f     |         |           +------|--------|-------+        |          |           |         |   d     |    g   |         |          |           |         |          |   2    |         |          | Sandwich           |        +--------|-------|-------+         |           |                    |         |                   | Salad |                    |   e    |         c         |           |       b           |         |                   |           |                   +-------|---------------+           |                             |          +-----------------------+ (I am restricted to 8000 characters, so I am forced to eliminate the remaining diagrams. I hope you can follow along without them.) By subtracting the smaller regions from larger combinations of regions, we can begin to determine the number of students in each region. Subracting g (2) from dg (5), we find that d represents 3 students who bought ONLY soup and a salad. Subracting g (2) from ge (4), we find that e represents 2 students who bought ONLY a salad and a sandwich. Subracting g (2) from fg (6), we find that f represents 4 students who bought ONLY soup and a sandwich. Subracting d (3), e (2) and g (2) from bdeg (9), we find that b represents 2 students who bought ONLY a salad. Subracting d (3), f (4) and g (2) from adfg (10), we find that a represents 1 student who bought ONLY soup. Finally, subracting e (2), f (4) and g (2) from cefg (12), we find that c represents 4 students who bought ONLY a sandwich. To find out how many students ate lunch (or at least bought lunch), we add the numbers from all of the regions in the Venn diagram. a + b + c + d + e + f + g = 1 + 2 + 4 + 3 + 2 + 4 + 2 a + b + c + d + e + f + g = 18 18 students ate lunch
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math help gpe


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help! Find all x-intercepts and y-intercepts, if no intercepts exist say so

Problem: help! Find all x-intercepts and y-intercepts, if no intercepts exist say so f(x)=5x-8     f(x)=3x ,  f(x)=5 i dont get how to solve these and find the intercepts.... In place of f(x), substitute y. To find the y-intercept, set x to zero. To find the x-intercept, set y to zero. f(x) = 5x - 8 y = 5x - 8 y = 5(0) - 8 y = -8, the y-intercept y = 5x - 8 0 = 5x - 8 5x = 8 x = 8/5, the x-intercept f(x) = 3x y = 3x y = 3(0) y = 0, the y-intercept y = 3x 0 = 3x 3x = 0 x = 0/3 = 0, the x-intercept f(x) = 5 y = 5, the y-intercept There is no x term, so there is no x-intercept This represents a horizontal line five units above the x-axis.
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