Distance = Speed×Time
Speed = 20m/s
a) = 20×4
= 80m
b) 3 mins = 180s
= 20×180
= 3,600m
c) 2 hours = 7200s
= 2 × 7200
= 14,400m
Must click thanks and mark brainliest
The temperature of a 24-hour period ranged between -6°F and 35°F, inclusive. What was the range in Celsius degrees? (Use F = 9/5C + 32)
Use the markings in the image to answer the following questions (drawing not to scale):
[image attached]
a. As you look at sides and , which side lengths are possible to calculate based on the information in the image?
b. For those side lengths which are possible to calculate, what steps would you take to calculate each side?
c. For those side lengths we don’t have enough information to calculate, what information would you need to complete the calculations?
Hope this helps!
There are 3 images with full explanation
A 4-pack of plastic flower pots costs $4.08. What is the unit price?
Answer:
If 4 flower pots cost 4.08 dollars, then 1 flower pot costs 4.08/4 dollars.
4.08/4 = 1.02.
So the unit price is $1.02.
Let me know if this helps!
What is 4,327 rounded to the nearest thousand?
Answer: 4,000
Step-by-step explanation: To round 4,327 to the nearest thousand, we first find the digit in the rounding place, which in this case is the 4 in the thousands place. Next, we look at the digit to the right of the 4, which is 3.
According to the rules of rounding, since the digit to
the right of the rounding place is less than 5, we round down.
So the 4 in the rounding place stays the same
and all digits to the right of the 4 become 0.
So 4,327 rounded to the nearest thousand is 4,000.
What quantity of parsley would you need to make 5 times as much as the original recipe?
What is the rule for the nth term for number sequence 2;5;7;12;19
Ms. Mitchell brings in 700 sour worms to distribute to the students at ... /1
her school. She gives 2/7 of the worms to the Kindergartners. Of the
remaining worms, she gives 7/25 to the 1st graders. Of the remaining
worms, she gives 4/9 to the 2nd graders. Of the remaining worms, she
gives 37/50 to the 3rd graders. Ms. Mitchell then distributes the
remaining worms evenly between the 4th graders. If there are 13 4th
graders, how many worms does each 4th grader get?
================================================
Explanation:
We'll step through the grade levels in increasing order
The teacher starts with 700 sour worms total. Then 2/7 of that is given to the Kindergartners
2/7 of 700 = (2/7)*700 = 200
So Ms. Mitchell handed out 200 worms to the Kindergartners.
This means she has 700-200 = 500 left over.
-----------------
Now onto the 1st graders.
The teacher hands out 7/25 of the remaining total (500) to the first graders
7/25 of 500 = (7/25)*500 = 140
She hands out 140 worms to the first graders and has 500-140 = 360 worms left.
-------------------
Now the 2nd graders
"Of the remaining worms, she gives 4/9 to the 2nd graders" tells us that
4/9 of 360 = (4/9)*360 = 160 worms are given to the second graders
This leaves 360-160 = 200 worms left
-------------------
Now the 3rd graders
37/50 of 200 = (37/50)*200 = 148
The teacher hands out 148 worms to the 3rd graders
There are 200 - 148 = 52 worms left.
--------------------
Finally, we're at the 4th graders
Each 4th grader gets the same number of worms (aka the amount is distributed equally). Since there are 52 worms left, and 13 fourth graders, this means each fourth grader gets 52/13 = 4 worms. It's a slightly interesting coincidence that the number '4' matches up with the grade level. It's possible your teacher adjusted the numbers to make this an intentional goal.
--------------------
To recap everything, we found these worm counts for each grade level
Kindergarten = 200 wormsFirst graders = 140 wormsSecond graders = 160 wormsThird Graders = 148 wormsFourth graders = 52 wormsNote how those values add back up to 700, ie 200+140+160+148+52 = 700. This helps confirm the answer.
Then once we see that 52 worms are left, each fourth grader gets 52/13 = 4 worms a piece.
So this is why the final answer is 4.
HELP PLEASE!!! I DONT UNDERSTAND
Answer:
20 miles
Step-by-step explanation:
She ran 20miles, at the same point she passed her friend
Roger bought some tins and decided to fill them with brownies to give to his friends. Roger baked 278 brownies. He put 4 brownies in each tin and made sure to fill as many tins as he could. How many brownies did Roger have left over?
Answer:
Divide 278 by 4 and the remainder value is the amount of leftover brownies.
278 ÷ 4 = 69, remainder of 2
Therefore, he had 2 brownies left.
find A={a,b,c} then find A*A.
Assuming you want to do a cartesian product, then you basically form items (x,y) such that x is in set A, and y is in set A
More generally, A * B will consist of items of the form (x,y) such that x is in A and y is in B. However, we have B = A.
So,
A * A = {
(a,a), (a,b), (a,c)
(b,a), (b,b), (b,c)
(c,a), (c,b), (c,c)
}
I broke things up into separate rows to show that we can form a 3x3 table. Each row is a different x value from the set {a,b,c}. Each column is a different y value from the set {a,b,c}
In my opinion, this helps organize things much better than rather have it all on one single line like this
A * A = { (a,a), (a,b), (a,c), (b,a), (b,b), (b,c), (c,a), (c,b), (c,c) }
which in all honesty looks like a bit of a cluttered mess.
Answer:
Step-by-step explanation:
A={a,b,c}
A×A={a×a,a×b,a×c,b×a,b×b,b×c,c×a,c×b,c×c}
is the expression 5x-2+3x in simplest form? Explain
Answer:
No
Step-by-step explanation:
It can still be 8x - 2
first of all you collect like terms
5x + 3x - 2
= 8x -2
The second one write it on the paper and take a picture
Answer:
The common for the second question is 30
Answer:
39/30 Here 30 will be common in denominators
Step-by-step explanation:
6/15×2/2=12/30
3/10×3/3=9/30
3/5×6/6=18/30
= 12/30+9/30+18/30
39/30
"A parabola has the equation = ^ + − . What are the coordinates of the vertex? (You must solve by factoring)!!!!!" I NEED THE ANSWER TO THIS FAST WITH STEPS I'm a grade 10 academic student by the way
Answer:
1
Step-by-step explanation:
1
The vector (a) is a multiple of the vector (2i +3j) and (b) is a multiple of (2i+5j) The sum (a+b) is a multiple of the vector (8i +15j). Given that /a+b/= 34 and the scaler multiple of (8i+15j) is positive, Find the magnitude of a and b.
Answer:
[tex]\|a\| = 5\sqrt{13}[/tex].
[tex]\|b\| = 3\sqrt{29}[/tex].
Step-by-step explanation:
Let [tex]m[/tex],[tex]n[/tex], and [tex]k[/tex] be scalars such that:
[tex]\displaystyle a = m\, (2\, \vec{i} + 3\, \vec{j}) = m\, \begin{bmatrix}2 \\ 3\end{bmatrix}[/tex].
[tex]\displaystyle b = n\, (2\, \vec{i} + 5\, \vec{j}) = n\, \begin{bmatrix}2 \\ 5\end{bmatrix}[/tex].
[tex]\displaystyle (a + b) = k\, (8\, \vec{i} + 15\, \vec{j}) = k\, \begin{bmatrix}8 \\ 15\end{bmatrix}[/tex].
The question states that [tex]\| a + b \| = 34[/tex]. In other words:
[tex]k\, \sqrt{8^{2} + 15^{2}} = 34[/tex].
[tex]k^{2} \, (8^{2} + 15^{2}) = 34^{2}[/tex].
[tex]289\, k^{2} = 34^{2}[/tex].
Make use of the fact that [tex]289 = 17^{2}[/tex] whereas [tex]34 = 2 \times 17[/tex].
[tex]\begin{aligned}17^{2}\, k^{2} &= 34^{2}\\ &= (2 \times 17)^{2} \\ &= 2^{2} \times 17^{2} \end{aligned}[/tex].
[tex]k^{2} = 2^{2}[/tex].
The question also states that the scalar multiple here is positive. Hence, [tex]k = 2[/tex].
Therefore:
[tex]\begin{aligned} (a + b) &= k\, (8\, \vec{i} + 15\, \vec{j}) \\ &= 2\, (8\, \vec{i} + 15\, \vec{j}) \\ &= 16\, \vec{i} + 30\, \vec{j}\\ &= \begin{bmatrix}16 \\ 30 \end{bmatrix}\end{aligned}[/tex].
[tex](a + b)[/tex] could also be expressed in terms of [tex]m[/tex] and [tex]n[/tex]:
[tex]\begin{aligned} a + b &= m\, (2\, \vec{i} + 3\, \vec{j}) + n\, (2\, \vec{i} + 5\, \vec{j}) \\ &= (2\, m + 2\, n) \, \vec{i} + (3\, m + 5\, n) \, \vec{j} \end{aligned}[/tex].
[tex]\begin{aligned} a + b &= m\, \begin{bmatrix}2\\ 3 \end{bmatrix} + n\, \begin{bmatrix} 2\\ 5 \end{bmatrix} \\ &= \begin{bmatrix}2\, m + 2\, n \\ 3\, m + 5\, n\end{bmatrix}\end{aligned}[/tex].
Equate the two expressions and solve for [tex]m[/tex] and [tex]n[/tex]:
[tex]\begin{cases}2\, m + 2\, n = 16 \\ 3\, m + 5\, n = 30\end{cases}[/tex].
[tex]\begin{cases}m = 5 \\ n = 3\end{cases}[/tex].
Hence:
[tex]\begin{aligned} \| a \| &= \| m\, (2\, \vec{i} + 3\, \vec{j})\| \\ &= m\, \| (2\, \vec{i} + 3\, \vec{j}) \| \\ &= 5\, \sqrt{2^{2} + 3^{2}} = 5 \sqrt{13}\end{aligned}[/tex].
[tex]\begin{aligned} \| b \| &= \| n\, (2\, \vec{i} + 5\, \vec{j})\| \\ &= n\, \| (2\, \vec{i} + 5\, \vec{j}) \| \\ &= 3\, \sqrt{2^{2} + 5^{2}} = 3 \sqrt{29}\end{aligned}[/tex].
Solve the system of equations:
y = 2x - 4
y = x2 - 4
Answer:
y=2x-4
Step-by-step explanation:
y=x2-4
ygjn bcgh ccfjm kbhh
Find the sum of
5
5
5
5
and
2
9
2
9
in simplest form. Also, determine whether the result is rational or irrational and explain your answer.
Answer:
5555+2929
= 8484
its an irrational no.
thanks
Please help solve both due soon
Answer:
x is 7
EF is 10
FG is 12
Step-by-step explanation:
[tex]EF + FG = EG \\ (4x - 18) + (3x - 9) = 22 \\ 7x - 27 = 22 \\ 7x = 49 \\ x = 7[/tex]
then substitute:
[tex]EF = 4x - 18 \\ EF = 4(7) - 18 \\EF = 28 - 18 \\ EF = 10[/tex]
[tex]FG = 3x - 9 \\ FG = 3(7) - 9 \\FG = 21 - 9 \\ FG = 12[/tex]
First question:
BC + BA = CA
BC = CA - BA
BC = 36 - 9
BC = 27
Make a histogram, using a bin width of ten, to display the bowling scores for these 31 players: 87, 104, 79, 94, 117, 82, 72, 116, 105, 95, 88, 93, 109, 119, 75, 103, 112, 97, 73, 85, 91, 86, 102, 99, 106, 84, 98, 83, 81, 96, 92.
Step-by-step explanation:
Using R, I used the following code to create a histogram:
bowling.scores <- c(87, 104, 79, 94, 117, 82, 72, 116, 105, 95, 88, 93, 109, 119, 75,
103, 112, 97, 73, 85, 91, 86, 102, 99, 106, 84, 98, 83, 81, 96, 92)
data.frame(bowling.scores)
ggplot(data.frame(bowling.scores), aes(x=bowling.scores)) +
xlim(c(70, 120)) +
scale_y_continuous(breaks = seq(0, 10, by=1), "Frequency") +
geom_histogram(breaks=seq(70, 120, by=10), color="black", fill="grey60") +
labs(title="Histogram of Bowling Scores", x="Bowling Scores", y="Frequency")
Write the following surds in exponential form square root of 2
Answer:
[tex] {2}^{1 \div 2[/tex]
Tell whether each order pair is a solution of the equation.
1. 2x+y=5 (2,1)
2. 4x-3y=10 (4,3)
helppp pls i don’t understand thisssss
Answer:
1.) (2,1) is a solution
2.) (4,3) is NOT a solution
Step-by-step explanation:
1.) (2,1)
These are these mean (x,y)
2=x and 1=y
You want to substitute the numbers for the letters in the equation.
so.
2(2)+1=5
4+1=5
5=5, This statement is true so (2,1) is a solution.
2.) Same as above. 4=x and 3=y
4(4)-3(3)=10
16-9=10
7 Does Not Equal 10, Therefore, (4,3) is Not a solution to the equation.
Revolve into factor : 2x square + 5xy + 2y square
Answer:
(2x + y) ( x + 2y)
Step-by-step explanation:
The expression.1*e^0.0347t models.The balance in thousand of dollars where t represents time.In years after the account was opened. What does the 0.034 represent in this context? Write an expression for the number of years after which there will be 15,000 Dollars in the account?
Answer:
0.0347 = constant of proportionality
[tex]1 * e^{0.0347t} = 15000[/tex]
Step-by-step explanation:
Given
[tex]1*e^{0.0347t}[/tex]
Solving (a): what does 0.0347 represent?
An exponential model is represented as:
[tex]f(t) = a * e^{kt}[/tex]
Where:
[tex]k \to[/tex] constant of proportionality
So, by comparison:
[tex]k = 0.0347[/tex]
Hence:
[tex]0.0347 \to[/tex] constant of proportionality
Solving (b): Formula to calculate when balance equals 15000
To do this, we simply equate the formula to 15000.
So, we have:
[tex]1 * e^{0.0347t} = 15000[/tex]
help please :) try to explain and answer math coordinates
For what values of does the equation (2 + 1)^2 + 2 = 10 − 6 have two real and equal roots?
Answer:
Step-by-step explanation:
For what values of does the equation (2 + 1)^2 + 2 = 10 − 6 have two real and equal roots?
Please help explanation if possible
Step-by-step explanation:
Y=
[tex]y = 10 - 8x \\ put \: this \: in \: the \: second \: equation \\ 2(10 - 8x) - 4x = 40 \\ 20 - 16x - 4x = 40 \\ 20 - 20x = 40 \\ - 20 = 20x \\ x = - 1 \\ put \: the \: value \: of \: x \: in \: th \: first \: equation \\ y = 10 - 8( - 1) \\ y = 10 + 8 \\ y = 18[/tex]
Hence, x=-1 and y=18
Answer:
(- 1, 18 )
Step-by-step explanation:
Given the equations
y + 8x = 10 ( subtract 8x from both sides )
y = 10 - 8x → (1)
2y - 4x = 40 → (2)
Substitute y = 10 - 8x into (2)
2(10 - 8x) - 4x = 40 ← distribute and simplify left side
20 - 16x - 4x = 40
20 - 20x = 40 ( subtract 20 from both sides )
- 20x = 20 ( divide both sides by - 20 )
x = - 1
Substitute x = - 1 into (1) for corresponding value of y
y = 10 - 8(- 1) = 10 + 8 = 18
solution is (- 1, 18 )
using trig to solve for missing angle
here's the answer to your question
Find the value of x.
A.124
B.57
C.72
D.90
9514 1404 393
Answer:
x = 90°
Step-by-step explanation:
Half the sum of x and 120° is the angle where the chords cross, 105°. Then ...
105° = (1/2)(x +120°)
210° = x + 120°
210° -120° = x = 90°
_____
Additional comment
z is the arc that finishes the circle: 360° -90° -68° -120° = 82°.
calculate the square of 31
Answer:
square of 31 is 961
Step-by-step explanation:
31^2
31×31
=961
Determine if the expression -5y^5-y^3 is a polynomial or not. If it is a polynomial, state the type and degree of the polynomial.
Answer:
Yes, it is a polynomial, and the degree is 5
Step-by-step explanation:
A polynomial is a combination of terms separated using + or − signs and normally have exponents. So, this equation is a polynomial. The degree is just the highest exponential value, which is 5 because -5y is being raised to the 5th power
John earns $6 per hour for mowing the lawn. If t represents John's total earnings for h hours of mowing, which equations can be used to model the situation
Answer:
h=6
Step-by-step explanation:
