Answer:
3.9 or 3.88888888889
Step-by-step explanation:
5*7=35
35/9=3.88888888889=3.9
Answer:
5*7 = 35 / 9 =3
Step-by-step explanation:
because it is the closest
Avas heart rate is 65 beats per minute. If avas heart beat 748,800 times, how many full days would have elapsed
Answer:
520 full days.
Step-by-step explanation:
Since I'm not that smart I looked up how many minutes are in a day and got a total of 1440 minutes in a day. Then I took the amount of heart beats and divided it by 1440 so we know how many full days. This is what the equation would look like: 748,800/1440.
I hope this helps:)
Please someone help
Answer:
Nerys pays 3.1/3.84,5=84,5£per year
Eleri pays 3.84,5=253,5£per year
253,5-84,5=169£ more pay Eleri
A. The point (3.5, 210) is on the graph. Explain what this means in terms of the car.
B. Is the point (1, 60) on this graph? Yes or no. Explain how you know
Answer/Step-by-step explanation:
A. The point (3.5, 210) on the graph means the car travelled a distance of 210 miles, at constant speed, for 3.5 hours.
B. To find out if the point (1, 60) is on the line, first, calculate the slope of the line (rate of change), and then find the rate of change between the point (1, 60) and the point (3.5, 210). If you get the same value as the slope of the line, it definitely means (1, 60) is a point of the graph.
Calculating slope of the line using (3.5, 210) and (5, 300):
[tex] slope(m) = \frac{y_2 - y_1}{x_2 - x_1} = \frac{300 - 210}{5 - 3.5} [/tex]
[tex] slope(m) = \frac{90}{1.5} [/tex]
[tex] slope(m) = 60 [/tex]
Calculating the rate of change (slope) between (1, 60) and (3.5, 210):
[tex] = \frac{y_2 - y_1}{x_2 - x_1} = \frac{210 - 60}{3.5 - 1} [/tex]
[tex] = \frac{150}{2.5} = 60 [/tex]
Rate of change (slope) = 60
Since the average rate of change between (1, 60) and the given point on the graph, (3.5, 210), is the same as the slope of the graph, therefore the point (1, 60) is a point on the graph also.
The answer is, YES.
A bird leaves it's nest and travels 15 miles per hour downwind for x hours. On the return trip, the bird travels 3 miles per hour slower and has 2 miles left after x hours. A. What is the distance of the entire trip? ___ Miles B. How long does the entire trip take? __hours ___minutes and ___ seconds
Answer:
Step-by-step explanation:
Distance = Speed * time
If a bird leaves it's nest and travels 15 miles per hour downwind for x hours, the distance covered will be:
D = 15x
x = D/15 ....... 1
If on the return trip, the bird travels 3 miles per hour slower and has 2 miles left after x hours
Her speed = 15 - 3 = 12mi/hour
If she has 2 miles left after x hours, new distance will be D-2, using the formula for distance:
D+2 = 12x
x = D-2/12 ....... 2
Equate 1 and 2:
D/15 = D-2/12
Cross multiply
12D = 15(D-2)
12D = 15D - 30
12D-15D = -30
-3D = -30
D = 10 miles
The distance for the entire trip will be D + (D-2) = 10 + (10-2)
= 10 + 8
= 18 miles
To get the time x, we will substitute D = 10 into equation1
D = 15x
10 = 15x
x = 10/15
To minutes
x = 10/15 * 60
x = 40 minutes
For the going trip
Time taken = x hours
Return trip = x hours
Total time for the entire trip = x+x = 2x
= 2(40)
= 80 minutes
Hence the total time taken for the entire trio will be 1 hour 20minutes
How do you do substitution on the two equations explain pls
Answer:
You simply separate like terms
Write the slope intercept form (y = mx + b) of the equation of the line through the given points with the given slope. Through:(2,-4), slope =-1
y = mx +c
Substitute the values,
-4 = -1(2) + c
c = -2
Thus, the equation is y= -x -2
I hate math I'm dumbbb
Answer:
Domain is x and range is y
A baseball player starts the season with 77 career home runs. Ten games into the
season, he has hit 2 home runs. Assume he continues at this pace. Write an
equation for the number of career home runs he has hit. How many career home
runs would you expect him to have at the end of the season (162 games)?
If there are a total of 162 games, and every then games the player hits 2 home runs, we can divide the total amount of games by 10 then multiply the quotient by 2.
162 / 10 is approximately 16.
16 × 2 = 32
32 + 77 = 109 career home runs
Using the slope intercept relation, the required equation and the number of home runs at season end would be ;
y = 0.2x + 77109Recall :
y = bx + cc = initial number of hime runs = 77b = slope y = total career home runs x = number of games playedSlope, b = 2 home runs per 10 games = 2/10 = 0.2
The expression can be represented thus:
y = 0.2x + 77Number of home runs at the end of the season :
x = 162
y = 0.2(162) + 77
y = 32.4 + 77
y = 109.4
y = 109
Hence, Total number of hime runs would be 109.
Learn more : https://brainly.com/question/3565320
Please answer correctly !!!!!!!!!!!!! Will mark brainliest !!!!!!!!!!!!!!!!
Answer:
Not too sure because I don't know how it works for your site but drag the B dot to the A dot and drag that A dot to the C dot so their all going through the lines while being connected.
(sorry if its incorrect had a hard time reading the picture)
Each pitcher of power smoothie that Ginger makes has 2 scoops of pineapple, 4 scoops of strawberries, 1 scoop of spinach, and 1 scoop of kale. If Ginger makes 6 pitchers of power smoothies, how many scoops will she use in all? Which numerical expression can you write to find the number of scoops? Ginger will use scoops in all.
Given :
Each pitcher of power smoothie that Ginger makes has 2 scoops of pineapple, 4 scoops of strawberries, 1 scoop of spinach, and 1 scoop of kale.
To Find :
If Ginger makes 6 pitchers of power smoothies, how many scoops will she use in all.
Solution :
Let, Ginger makes x pitchers of power smoothies :
[tex]Total \ scoops = 2x+4x+x+x+6x[/tex]
Now, it is given that Ginger makes 6 pitchers of power smoothies.
Total scoops are :
[tex]T=2(6)+4(6)+6+6+6(6)\\\\T=84\ scoops[/tex]
Therefore, number of scoops Ginger used is 84.
Hence, this is the required solution.
Which equation can be represented using the number line pls help
Answer:
i need help to but i think a
Step-by-step explanation:
mark me plz
Write an equation in slope-intercept form of the line that passes through (-2,5) and (-4,-5)
Answer:
so the slope-intercept form is y=mx+b
so your's is....
y= 5x +15
Step-by-step explanation:
Hope this helps!!
The equation of the line that passes through (-2,5) and (-4,-5) is y = 5x + 15 in the slope-intercept form of the line.
What is a linear equation?It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.
If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.
It is given that:
The line that passes through (-2,5) and (-4,-5)
The equation of the line can be calculated as follows:
y + 5 = (-5 - 5)/(-4+2)[x + 4]
y + 5 = 10/2[ x + 4]
y = 5x + 20 - 5
y = 5x + 15
Thus, the equation of the line that passes through (-2,5) and (-4,-5) is y = 5x + 15 in the slope-intercept form of the line.
Learn more about the linear equation here:
brainly.com/question/11897796
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this is a geo question i do not understand someone please help me
2. Consider the following points.
A(-2,20) and P (10,-13)
AP undergoes the translation Tox(x,y), such that A (-28, 37) and P'(-16,4).
Part A: Complete the following algebraic description.
b
(x,y) → (x +
x= x
Part B: Which of the following statements is true?
A AP and A'P' have different locations.
B AP and A'P' have different shapes.
CAP and A'P' have different sizes.
D AP and A'P' have different directions.
Answer:
Transformation: (x,y) → (x - 26, y + 17) or
[tex]T _{-26,17}[/tex](x,y) [translation]
A, since the transformation of a translation simply changes the location of a certain figure because all the points of the figure are moved the exact same way. This is because a translation is a rigid transformation.
Explanation:
Let the preimage of points A and P be A(x1,y1), and P(x2,y2). And the image of points A and P be A'(x3,y3) and P'(x4,y4).
Given points A and P are A(-2,20) and (10,-13). And points A' and P' are A'(-28,37), and P'(-16,4). The translation is found by calculating the difference between these points for the figure. (x,y) → (( x + ((x3-x1) + (x4-x2))/2), (y + ((y3-y1) + (y4-y2))/2 )). If this does not match all the points in the transformation of the figure, than it is not a rigid transformation, and so it cannot be a translation.
The simple formula for the uniform translation of a figure is : (x,y) → ((x + (x2-x1), (y + (y2-y1)) . Where x2, and y2 are part of the image, while x1, and y1 are part of the preimage. This will get you from the preimage(1) to image(2) following a translation.
Given all the points, the more complicated work is shown here:
(x,y) → ((x + ((-28--2) + (-16-10))/2), (y + ((37-20) + (4--13))/2)) = (x,y) → ((x + (-26 + -26)/2),(y + (17 + 17)/2) = (x,y) → ((x - 26),(y + 17)) = (x,y) → (x - 26, y + 17).
When writing a transformation like a translation in a function, it will look like this: [tex]T _{∆x,∆y}[/tex](x,y). ∆x,∆y are just placeholders for the change in these variables that get you from the preimage to image.
Help I need to pass this
Answer:
bottom right hand corner is false
Step-by-step explanation:
Key word perpendicular, it just needs to have relectional symmetry across the line that goes across the figure
PLEASE HELP MEEEEEEEEEEEEEEEEEEEEEEEEe
Answer:
-140 = x
Step-by-step explanation:
Answer:
-140 =x
Step-by-step explanation:
Help me solve this problem please
Answer:
6
Step-by-step explanation:
2(6) - 3(6) + 20 + 5(6) - 40 = 4 CORRECT
2(8) - 3(8) + 20 + 5(8) - 40 = 12 WRONG
2(16) - 3(16) + 20 + 5(16) - 40 = 44 WRONG
2(18) - 3(18) + 20 + 5(18) - 40 = 52 WRONG
There were 29 students available for the woodwind section of the school orchestra. 11 students could play the flute, 15 could play the clarinet and 12 could play the saxophone. four could play the flute and the saxophone, four could play the flute and the clarinet, and 6 could play the clarinet and the saxophone. 3 students can play none of the three instruments. Find the number of students who could play: a. All the instruments b. Only the saxophone c. The saxophone and clarinet, but not the flute d. Only one of the clarinet, saxophone, or flute.
Answer:
a. The number of students who can play all three instruments = 2 students
b. The number of students who can play only the saxophone is 0
c. The number of students who can play the saxophone and the clarinet but not the flute = 4 students
d. The number of students who can play only one of the clarinet, saxophone, or flute = 4
Step-by-step explanation:
The total number of students available = 29
The number of students that can play flute = 11 students
The number of students that can play clarinet = 15 students
The number of students that can play saxophone = 12 students
The number of students that can play flute and saxophone = 4 students
The number of students that can play flute and clarinet = 4 students
The number of students that can play clarinet and saxophone = 6 students
Let the number of students who could play flute = n(F) = 11
The number of students who could play clarinet = n(C) = 15
The number of students who could play saxophone = n(S) = 12
We have;
a. Total = n(F) + n(C) + n(S) - n(F∩C) - n(F∩S) - n(C∩S) + n(F∩C∩S) + n(non)
Therefore, we have;
29 = 11 + 15 + 12 - 4 - 4 - 6 + n(F∩C∩S) + 3
29 = 24 + n(F∩C∩S) + 3
n(F∩C∩S) = 29 - (24 + 3) = 2
The number of students who can play all = 2
b. The number of students who can play only the saxophone = n(S) - n(F∩S) - n(C∩S) - n(F∩C∩S)
The number of students who can play only the saxophone = 12 - 4 - 6 - 2 = 0
The number of students who can play only the saxophone = 0
c. The number of students who can play the saxophone and the clarinet but not the flute = n(C∩S) - n(F∩C∩S) = 6 - 2 = 4
The number of students who can play the saxophone and the clarinet but not the flute = 4 students
d. The number of students who can play only the saxophone = 0
The number of students who can play only the clarinet = n(C) - n(F∩C) - n(C∩S) - n(F∩C∩S) = 15 - 4 - 6 - 2 = 3
The number of students who can play only the clarinet = 3
The number of students who can play only the flute = n(F) - n(F∩C) - n(F∩S) - n(F∩C∩S) = 11 - 4 - 4 - 2 = 1
The number of students who can play only the flute = 1
Therefore, the number of students who can play only one of the clarinet, saxophone, or flute = 1 + 3 + 0 = 4
The number of students who can play only one of the clarinet, saxophone, or flute = 4.
Best answer gets brainliest 2+2
Answer:
I would say this would be either 4, 22, or fish
Look at pic!!!!hdhsyahvw
12-3.85
Help lol please
Answer:
The answer is 8.15
please help will mark as Brainliest
Answer: Choice D
f(n) = 4*(3)^(n-1)
f(5) = 324
=======================================================
Explanation:
Look at the y coordinates: {4, 12, 36, 108}
This is a geometric sequence with starting term a = 4 and common ratio r = 3. You start with 4 and multiply by 3 to generate each term
4*3 = 12
12*3 = 36
36*3 = 108
The nth term of the geometric sequence is
f(n) = a*(r)^(n-1)
f(n) = 4*(3)^(n-1)
Now plug in n = 5
f(n) = 4*(3)^(n-1)
f(5) = 4*(3)^(5-1)
f(5) = 4*(3)^(4)
f(5) = 4*81
f(5) = 324
Or you could multiply the last term in {3,12,36,108} by the common ratio 3 to get 108*3 = 324 as the fifth term.
1. Find the Least Common Multiple of these two monomials:
See picture
Answer:
The last choice is correct
[tex]LCM=120a^4b^7c^5[/tex]
Step-by-step explanation:
Least Common Multiple (LCM)
To find the LCM we can follow this procedure:
List the prime factors of each monomial.
Multiply each factor the greatest number of times it occurs in either factor.
We have two monomials:
[tex]12a^4b^2c^5[/tex]
[tex]40a^3b^7c^1[/tex]
The prime factors of the first monomial are:
[tex]2^2,3,a^4,b^2,c^5[/tex]
The prime factors of the second monomial are:
[tex]2^3,5,a^3b^7c^1[/tex]
LCM = Multiply [tex]2^3*3*5*a^4*b^7*c^5[/tex]
These are all the factors the greatest number of times they occur.
Operating:
[tex]LCM=8*15*a^4*b^7*c^5[/tex]
[tex]\boxed{LCM=120a^4b^7c^5}[/tex]
The last choice is correct
8) Fill in the chart for each equation.
EQUATION
SLOPE
Y-INTERCEPT I SLOPE
1) y = {x-4
2) y = -9x + 5
Answer:
Equation: y = x - 4
Slope: 1
y-intercept: -4
Equation: y = -9x + 5
Slope: -9
y-intercept: 5
Hope this helps!
Can someone please help me with this? I would appreciate it <3
Answer:
i kinda see its test or not?
Step-by-step explanation:
you have to divided it.
1/2 (4x+3) < 1/2 (2x+6)
Answer:
x< 3/2 hope this helps <3
Step-by-step explanation:
Step 1: Simplify both sides of the inequality.
Step 2: Subtract x from both sides.
Step 3: Subtract 3/2 from both sides.
*Eight is added to three times a number 'x' gives 15".
Answer:
x+8 =15
x=15-8
x=7 .
this is the answer
Answer:
3x + 8 = 15
(If you wanted to solve it then:) x = 7/3
Step-by-step explanation:
Let's convert that into an equation.
Let "x" be the number.
3x + 8 = 15
If the question was to answer it, look below:
3x + 8 = 15
3x = 7
x = 7/3
Hope this helped! If not, please let me know! <3
WILL MARK BRAINLIEST
What is the range of the function f(x)=1/3x+1, when the domain is {-1,1,4}
a {0, 2, 4}
b {-1, 1, 3}
c {2/3, 4/3, 2}
d {-2/3, 5/3, 4}
Answer:
D.
Step-by-step explanation:
SORRY IF THIS IS WRONG IM NOT GOOD IN MATH BUT I TRY
∆ABC is isosceles. If m∠B = 35° what is the measure of ∠C?
Answer:
If ABC is isosceles, then <C is 35, and <A should be 110.
Step-by-step explanation:
how much is 2 dollars
Answer:
2 dollars is 200 cents
Step-by-step explanation:
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