Answer:
3.45
Step-by-step explanation:
When you divide them you will get 3. And reminders are basically decimals. So basically .45 is the reminder
Plzzz give brainlest im almost expert just need one more and plzz thank me
a train traveled 1/5 of the distance between two cities in 3/4 of an hour ,at this rate what fraction of the distance between two cities can the train travel in one hour
sorry, put the wrong answer and cant delete
Answer:
4/15 distance
Step-by-step explanation:
We can use ratio's to solve this, putting distance over time
1/5 distance x distance
---------------- = ----------------------
3/4 hour 1 hour
Using cross products
1/5 * 1 = 3/4 x
1/5 = 3/4 x
Multiply by 4/3 to isolate x
1/5 * 4/3 = 4/3 * 3/4x
4/15 = x
The train can travel 4/15 of the distance in 1 hour
What is the product 4n/4n-4 n-1/n+1
Solve the system using elimination.
2x + 3y = 17
x + 5y = 19
[tex]\left\{\begin{array}{ccc}2x+3y=17\\x+5y=19&|\text{multiply both sides by (-2)}\end{array}\right\\\underline{+\left\{\begin{array}{ccc}2x+3y=17\\-2x-10y=-38\end{array}\right}\qquad\text{add both sides of equations}\\.\qquad\qquad-7y=-21\qquad\text{divide both sides by (-7)}\\.\qquad\qquad \boxed{y=3}\\\\\\\text{Substitute the value of y to the second equation}\\\\x+5(3)=19\\\\x=15=19\qquad\text{subtract 15 from both sides}\\\\\boxed{x=4}\\\\Answer:\ x=4\ and\ y=3.[/tex]
What is the equation of the line passing through the points (3,-1) and (4,2)
Answer:
c is the answer
Step-by-step explanation:
(3,-1) and (4,2)
find the slope y2-y1 over x2-x1
so 2 and -1 is 2+1 = 3 and
4-3 = 1
so 3/1 = 3 so it is c
A line has a Y-intercept of 6 and a slope of 8. What is its equation in slope-intercept form?
Answer:
y = 8x + 6
Step-by-step explanation:
The slope intercept form is: y = mx + c
where m ⇒ slope
c ⇒ y-intercept
(x,y) is a point on the graph the satisfy the equation representing that graph. x is the x-coordinate of a point on the line and y is the y-coordinate of a point on the line.
m = 8
Y-intercept = 6
y = mx + c ⇒ y = 8x + 6
Train A departs station one traveling at 75 mph. Train N departs station two 30 minutes later traveling at 45 mph. The stations are 300 miles apart. The equation below gives the distance between the trains, D, in miles as a function of, T, the time after Train B departs. D=|262.5-120T| For which two values of T will D=50? Round to the nearest tenth.
A)1.8 and 2.6
B)0.2 and 0.3
C)-17.8 and 26.0
D)-1.8 and 1.8
Final answer:
The equation given to calculate the distance between the trains is D = |262.5 - 120T|. To find the values of T for which D = 50, substitute 50 for D in the equation and solve for T. By solving the equations, we find that T is approximately 1.8 and 2.6.
Explanation:
The equation given to calculate the distance between the trains is D = |262.5 - 120T|, where T is the time after Train B departs. To find the values of T for which D = 50, substitute 50 for D in the equation and solve for T.
50 = |262.5 - 120T|
To remove the absolute value, we can split the equation into two cases:
262.5 - 120T = 50-(262.5 - 120T) = 50Solving these equations will give us the values of T for which D = 50.
By solving both equations, we find that T is approximately 1.8 and 2.6, so the answer is A) 1.8 and 2.6.
A motor running at 4500 RPM, revolutions per minute, is actually revolving at how many revolutions per second?
Answer:
A motor running at 75 revolutions per second.
Step-by-step explanation:
Given statement: A motor running at 4500 RPM, revolutions per minute.
⇒ In one minute , a motor running at 4500 revolutions.
Use conversion:
[tex]1 min = 60 sec[/tex]
We have to calculate how many revolutions per second.
in 60 sec , a motor running at 4500 revolutions
then,
in 1 sec , a motor running at [tex]\frac{4500}{60} = 75[/tex] revolutions.
Therefore, a motor running at 75 RPS, revolution per second.
Answer:
Motor run in 1 second = 75 revolution.
Step-by-step explanation:
Given : A motor running at 4500 RPM, revolutions per minute,
To find : how many revolutions per second.
Solution : We have given
Motor run in minute = 4500 revolution.
1 minute = 60 second .
Then ,
Motor run in 60 second = 4500 revolution.
Motor run in 1 second = [tex]\frac{4500}{60}[/tex] revolution.
Motor run in 1 second = [tex]\frac{450}{6}[/tex] revolution.
Motor run in 1 second = 75 revolution.
Therefore, Motor run in 1 second = 75 revolution.
Jackson deposited $5,000 at 3.8% interest, compounded continuously, when he was 18 years old. How much will be in the account when he is 40 years old if he made no other deposits or withdrawals?
$19,000.19
$11,535.60
$10,691.38
$8,800.00
Answer:
$11535.60 will be in his account when he is 40 years old
Step-by-step explanation:
Jackson deposited $5,000 at 3.8% interest, compounded continuously, when he was 18 years old
Time period is from 18 years to 40 years
t= 40 - 18 = 22
For compounding continuously we use formula
[tex]A= Pe^{rt}[/tex]
P = initial amount deposited = 5000
r= rate of interest = 3.8% = 0.038
t= time period = 22 years
now plug in all the values and find out A final amount
[tex]A= 5000e^{0.038*22}[/tex]
[tex]A= 5000e^{0.836}[/tex]
A= 11535.60
Please answer this as quick as possible. Really need help.
Systems of equations have one solution. (5 points)
Always
Sometimes
Never
Answer:
Sometimes
Step-by-step explanation:
When you deal with a system of equations, there may be no solution; there may be one solution; there any positive integer number of solutions; there may be an infinite number of solutions.
The answer is : sometimes
Answer:
sometimes, I got it right on the quiz I just took :)
Step-by-step explanation:
Can someone help me
Answer:
The scale factor used was 1/2
hope this helped
Step-by-step explanation:
Given: KLMN is a trapezoid, m∠N=m∠KML, FD=8, LM KN = 3 5 F∈ KL , D∈ MN , ME ⊥ KN KF=FL, MD=DN, ME=3 5 Find: KM
Answer:
The length of side KM is [tex]\sqrt{109}[/tex] units.
Step-by-step explanation:
Given information: KLMN is a trapezoid, ∠N= ∠KML, FD=8, LM:KN=3:5, F∈ KL, D∈ MN , ME ⊥ KN KF=FL, MD=DN, [tex]ME=3\sqrt{5}[/tex].
From the given information it is noticed that the point F and D are midpoints of KL and MN respectively. The height of the trapezoid is [tex]3\sqrt{5}[/tex].
Midsegment is a line segment which connects the midpoints of not parallel sides. The length of midsegment of average of parallel lines.
Since LM:KN=3:5, therefore LM is 3x and KN is 5x.
[tex]\frac{3x+5x}{2}=8[/tex]
[tex]\frac{8x}{2}=8[/tex]
[tex]x=2[/tex]
Therefore the length of LM is 6 and length of KN is 10.
Draw perpendicular on KN form L and M.
[tex]KN=KA+AE+EN[/tex]
[tex]10=6+2(EN)[/tex] (KA=EN, isosceles trapezoid)
[tex]EN=2[/tex]
[tex]KE=KN-EN=10-2=8[/tex]
Therefore the length of KE is 8.
Use pythagoras theorem is triangle EKM.
[tex]Hypotenuse^2=base^2+perpendicular^2[/tex]
[tex](KM)^2=(KE)^2+(ME)^2[/tex]
[tex](KM)^2=(8)^2+(3\sqrt{5})^2[/tex]
[tex]KM^2=64+9(5)[/tex]
[tex]KM=\sqrt{109}[/tex]
Therefore the length of side KM is [tex]\sqrt{109}[/tex] units.
The answer is [tex]\sqrt{70}[/tex]
Kate had 50 50 tickets to use for rides at the fair. She lost some of them. Her dad doubled the tickets she had left. Kate wrote the expression 2(50−t) 2 ( 50 - t ) to find the number of tickets she has now, where t t is the number of tickets she lost. Jack correctly wrote another expression, 100−2t 100 - 2 t , to find the number of tickets Kate has now. Use the drop-down menus to explain what each part of Kate's and Jack's expressions mean.
Answer: Kate expression: 2(50-t)
2 : represents twice,
50 : represents Initial number of tickets Kate has,
t : The lost tickets
50-t : represents Number of ticket Kate has After loosing t tickets
Jack expression: 100 - 2t
100 : Twice of initial ticket Kate has,
t : The lost tickets
2t : represents twice of the lost tickets,
100-2t : represents Final number of ticket Kate has.
Step-by-step explanation:
Since, According to the question,
Initially Kate has 50 tickets.
She lost tickets = t
And, after losing t ticket she has tickets = 50 - t
But, His father doubled the amount, Thus she has final tickets = 2(50-t)= 2×50 -2× t = 100 - 2t
Final answer:
Kate's expression, 2(50−t), represents the number of tickets she has now by doubling the tickets she had left after losing some. Jack's expression, 100−2t, represents the number of tickets Kate has now by subtracting twice the number of tickets she lost from the total number of tickets she initially had.
Explanation:
Kate wrote the expression 2(50−t) to find the number of tickets she has now. In this expression, t represents the number of tickets she lost. The expression is simplified as follows: multiply 2 by the quantity (50−t). This means that Kate's dad doubled the tickets she had left after losing some tickets.
Jack's expression, 100−2t, also determines the number of tickets Kate has now. In this expression, t represents the number of tickets she lost. The expression is simplified as follows: subtract 2 times the quantity t from 100. This means that Jack found the number of tickets Kate has by subtracting twice the number of tickets she lost from the total number of tickets she initially had.
3m+5=8 help plz on math
Answer:
m = 1
Step-by-step explanation:
Given -> 3m + 5 = 8
Subtraction -> 3m = 3
Division -> m = 1
Answer:
m= 1
Step-by-step explanation:
3m +5 = 8 Substract 5 to both sides
3m = 3 Divide 3 in both sides
m = 1
tell whether the ratio is in simplest form, if not, then write it in simplest form 1)8:6 2)48/28 3)7 to 9
8/6= 1 1/3
48/28= 1 4/7
7/9 is in simplest form
Which sequence is geometric and has `1/4` as its fifth term and `1/2` as the common ratio?
Answer:
4, 2, 1, [tex]\frac{1}{2}[/tex], [tex]\frac{1}{4}[/tex], .....
Step-by-step explanation:
Fifth term (a₅) = [tex]\frac{1}{4}[/tex]
Common ratio (r) = [tex]\frac{1}{2}[/tex]
n = 5
The formula to find the [tex]n^{th}[/tex] term of a geometric sequence is
a₅ = a₁r⁽ⁿ⁻¹⁾
=> [tex]\frac{1}{4}[/tex] = a₁*[tex](\frac{1}{2})^{(5-1)}[/tex]
=> [tex]\frac{1}{4}[/tex] = a₁*[tex](\frac{1}{2})^{(4)}[/tex]
=> [tex]\frac{1}{4}[/tex] = a₁*[tex](\frac{1}{2})*(\frac{1}{2})*(\frac{1}{2})*(\frac{1}{2})[/tex]
=> [tex]\frac{1}{4}[/tex] = a₁* [tex]\frac{1*1*1*1}{2*2*2*2}[/tex]
=> [tex]\frac{1}{4}[/tex] = a₁*[tex](\frac{1}{16})[/tex]
Flip the sides of the equation
a₁*[tex](\frac{1}{16})[/tex] = [tex]\frac{1}{4}[/tex]
Multiply both sides by 16
a₁*[tex](\frac{1}{16})[/tex]*16 = [tex]\frac{1}{4}[/tex]*16
Cancelling out the 16's from the top and bottom of the left side
a₁ = [tex]\frac{16}{4}[/tex]
=> a₁ = 4
So, first term of the geometric sequence is 4.
Common ratio = [tex]\frac{1}{2}[/tex]
Second term = First term * Common ratio
= 4* [tex]\frac{1}{2}[/tex]
= [tex]\frac{4}{2}[/tex]
= 2
Third term = Second Term * Common ratio
= 2 * [tex]\frac{1}{2}[/tex]
= [tex]\frac{2}{2}[/tex]
= 1
Fourth term = Third Term * Common ratio
= 1 * [tex]\frac{1}{2}[/tex]
= [tex]\frac{1}{2}[/tex]
Fifth term (given) = [tex]\frac{1}{4}[/tex]
So, the geometric sequence would be
4, 2, 1, [tex]\frac{1}{2}[/tex], [tex]\frac{1}{4}[/tex], .....
If x= -5+6i and y= 3-2x, then which of the following is the value of the expression 4x-y
[tex]y=3-2x\\\\4x-y=4x-(3-2x)=4x-3+2x=6x-3\\\\\text{Put}\ x=-5+6i\ \text{to the expression}\ 6x-3:\\\\6(-5+6i)-3\qquad\text{use distributive property}\\\\=(6)(-5)+(6)(6i)\\\\=-30+36i\\\\Answer:\ \boxed{4x-y=-30+36i}[/tex]
Adeline types 150 words in 2 minutes. Enter the number of words Adeline types in 6 minutes at this rate
Answer:
450
Step-by-step explanation:
Solve −3x2 − 4x − 4 = 0.
A) x equals quantity of 2 plus or minus 4i square root of 2 all over 3
B) x equals quantity of 2 plus or minus 2i square root of 2 all over 3
C) x equals quantity of negative 2 plus or minus 2i square root of 2 all over 3
D) x equals quantity of negative 2 plus or minus 4i square root of 2 all over 3
Answer:
The correct answer is B) x equals quantity of 2 plus or minus 2i square root of 2 all over 3.
Step-by-step explanation:
We are given the following quadratic equation:
[tex]-3x^2-4x-4 = 0[/tex]
Since, it cannot be factorized so we will use the quadratic formula:
x = [tex]\frac{-b+-\sqrt{b^2-4ac} }{2a}[/tex]
Substituting in the values of a, b and c in the above formula to get:
x = [tex]\frac{-(-4)+-\sqrt{(-4)^2}-4(-3)(-4) }{2(-3)}[/tex]
x = [tex]-\frac{2}{3} +i \frac{2\sqrt{2} }{3}[/tex], x = [tex]-\frac{2}{3} -i \frac{2\sqrt{2} }{3}[/tex]
Therefore, the correct answer option is B) x equals quantity of 2 plus or minus 2i square root of 2 all over 3.
On a piece of paper, graph y≤ -2x.Then determine which answer matches the graph you drew.
A.(-2,4) (3,-6)
B.(-2,4) (1,2)
C.(-2,-6) (1,3)
D.(-2,-6) (1,3)
Answer:
The correct option is A.
Step-by-step explanation:
The given inequality is
[tex]y\leq -2x[/tex]
The sign of inequality is ≤, it means the points on relation line lie in the solution set.
The related equation of the inequality is
[tex]y=-2x[/tex]
At x=0,
[tex]y=-2(0)=0[/tex]
At x=1,
[tex]y=-2(1)=-2[/tex]
Plot the points (0,0) and (1,-2) on a coordinate plane.
The sign of inequality is ≤, it means we have shade below the line.
The point (-2,4) and (3,-6) are in solution set because,
[tex]4\leq -2(2)\Rightarrow 4\leq 4[/tex] (True)
[tex]-6\leq -2(3)\Rightarrow -6\leq -6[/tex] (True)
Therefore option A is correct.
The points (1,2) and (1,3) are not in the solution set because,
[tex]2\leq -2(1)\Rightarrow 2\leq -2[/tex] (False)
[tex]3\leq -2(1)\Rightarrow 3\leq -2[/tex] (False)
Therefore options B,C and D are incorrect.
Answer: (1,2) (-2,-4)
Step-by-step explanation:
ANSWER QUICK PLEASE
If f(x) = |x – 5| + 3, find f(2).
Answer:
SO if f(x)= |x-5|+3 then F(2)= 6
Step-by-step explanation:
These signs | | mean that it is an absolute value equation. SO that means any negative will automatically change to positive values and positive values will stay at positive values. You are supposed to substitute 2 in for x and if you do 2-5 then that is negative 3 but it changes to positive 3 and add three and then f(2)= 6
Jeremy is driving on the interstate highway, and he just saw a sign that said Montpelier was 52 miles away. If he's driving at 65 miles per hour, how many minutes will it take him to get to Montpelier?
Answer:
48 min
Step-by-step explanation:
1 h = 60 min
It takes 60 min to go 65 mi.
Time = 52 × 60/65
Time = 48 min
Answer:
48min
Step-by-step explanation:
I used this question and got it right on my test. :)
You are helping a classmate edit this story. Your classmate decides to change the point of view and write the story from the third person point of view as if the story happened to a group of friends. What change is necessary? Names of the friends should be included. The pronoun we should be changed to they. The pronoun we should be changed to I. Explain in more detail the lesson the friends learned.
To change the story from first person to third person point of view, first-person pronouns like 'I', 'me', and 'we' should be changed to third-person pronouns such as 'they', 'he', 'she', or the friends' names.
Explanation:To change the point of view of the story from first person to third person, it is necessary to change the pronouns used in the narration. If the original story used first-person pronouns such as I, me, and we, these would need to be changed to third-person pronouns such as they, he, she, or the friends' names to reflect the third person point of view.
For example, a sentence that originally reads "We went to the park after school" would change to "They went to the park after school" in the third person point of view. This shift enables the story to be told as if an outside observer is describing the events that happen to the group of friends, rather than the friends themselves narrating the story.
Kaylee found the surface area, in square inches of a rectangular prism by using formula. 2(5×3)+2(5×8)+2(3×8) What is the surface area of the prism, in square inches?
Answer:
158
Step-by-step explanation:
Simplify the following:
2×5×3 + 2×5×8 + 2×3×8
5×3 = 15:
2×15 + 2×5×8 + 2×3×8
5×8 = 40:
2×15 + 2×40 + 2×3×8
3×8 = 24:
2×15 + 2×40 + 2×24
2×15 = 30:
30 + 2×40 + 2×24
2×40 = 80:
30 + 80 + 2×24
2×24 = 48:
30 + 80 + 48
| 8 | 0
| 4 | 8
+ | 3 | 0
1 | 5 | 8:
Answer: 158
Kaylee is using the formula for the surface area of a rectangular prism. She calculates it as 2(5×3) + 2(5×8) + 2(3×8), which adds up to 158 square inches, representing the total surface area of the prism.
Kaylee is calculating the surface area of a rectangular prism using a mathematical formula. The formula comprises three terms, each representing the area of a pair of opposite faces. Let's break down the calculation:
The first term is 2(5×3), representing the top and bottom faces of the prism.The second term is 2(5×8), representing the front and back faces of the prism.The third term is 2(3×8), representing the left and right faces of the prism.When Kaylee calculates these areas and adds them together, she gets:
2(5×3) + 2(5×8) + 2(3×8) = 2(15) + 2(40) + 2(24) = 30 + 80 + 48 = 158 square inches.
Thus, the total surface area of the rectangular prism is 158 square inches.
Find the slope of the line represented by the table of values.
A) 1/2
B) 2
C) −1/2
D) −2
Answer:
D) -2
Step-by-step explanation:
Answer:
D- -2
Hope this helps :)
Solve y = x - 5 if the domain is -3
Answer:
y = -8
Step-by-step explanation:
The domain is the x values so x=-3
y = x-5
Substituting x=-3
y = -3-5
y=-8
Step-by-step explanation:
[tex]\sf \longmapsto{y = - 5 + - 3} \\ \\ \sf \longmapsto{y = - 5 + - 3 = \red{ - 8}} \\ \\ \sf \longmapsto \boxed{ \sf\: y = - 8}[/tex]
ASAP what is the value of a number raised to the power of 1?
Final answer:
The value of any number raised to the power of 1 is the number itself, as it implies a single multiplication of the number by 1.
Explanation:
The value of a number raised to the power of 1 is always the number itself. This is because an exponent represents how many times to multiply the number by itself. When the exponent is 1, you are simply multiplying the number by 1, which does not change its value.
For example:
51 = 5101 = 10-31 = -3what is the value of the sum? Drag and drop the answer into the box to match the sum with its value. -3/8 + 5/16. Answer Choices----------- -11/16, -1/16, 1/16, 1/4, 11/16.
Identify a pattern and find the next number in the pattern
Answer:
(-0.8)×4=(-3.2)
(-3.2)×4=(-12.8)
(-12.8)×4=(-51.2)
(-51.2)×4=(-204.8)
anser is -204.8
Step-by-step explanation:
A student took a system of equations, multiplied the first equation by and the second equation by , then added the results together. Based on this, she concluded that there were no solutions. Which system of equations could she have started with?
A. -2x+4y=4
-3x+6y=6
B.3x+y=12
-3x+6y=6
C.3x+6y=9
-2x-4y=4
D. 2x-4y=6
-3x+6y=9
Answer:
option A
-2x + 4y = 4
-3x + 6y = 6
Step-by-step explanation:
In option A, if the student multiply the first equation by 3 and the second equation by -2, then the equations become
-6x+12y = 12 and
6x-12y =-12
If she adds both equations, she will get 0 = 0
This means that the system has infinite number of solutions.
Hence, the student could have started with equations -2x + 4y = 4 and -3x + 6y = 6.
what is the range if the function in this table?
The range of a function is the set of y-values the function contains. Thus, in this case, the range would be the set of values under the y column, as this represents the y-values the function produces.
We see "2, 3, 4, 2" under the y column. Since we are establishing a set of values, we are going include all the values under the column, which includes 2, 3, and 4. We are not going to repeat the second 2 because it isn't necessary, as 2 is already in the set thus.
Thus, the final set for the range of the function is {2, 3, 4}, or Choice A.