Mike and his friends hiked 16 miles on Sunday. They have hiked a total of 39 miles over Saturday and Sunday, which is 11 miles short of their 50-mile goal.
Mike and his friends hiked a total of 23 miles on Saturday and hiked 7 miles less on Sunday. To find out how many miles they hiked on Sunday, we subtract 7 miles from the 23 miles they hiked on Saturday.
So, Sunday's hiking distance = Saturday's hiking distance - 7 miles
Sunday's hiking distance = 23 miles - 7 miles
Sunday's hiking distance = 16 miles.
Now, to check if they met their hiking goal of 50 miles during their trip, we add the distances hiked on both days:
Total hiking distance = Saturday's hiking distance + Sunday's hiking distance
Total hiking distance = 23 miles + 16 miles
Total hiking distance = 39 miles.
They have hiked 39 miles so far, which is short of their 50-mile goal.
Sine and cosine are both negative in which quadrant?
Answer:
quad 3
Step-by-step explanation:
Use "all students take calculas"
quad 1: a=all positive
quad 2: s=only sine positive, tan and cos negative
quad 3: t=only tan positive, cos and sin negative
quad 4: c=only cos positive, tan and sin negative
In trigonometry, both sine and cosine are negative in the third quadrant of the coordinate plane, as both the x and y coordinates are negative in this quadrant.
Explanation:In the context of trigonometry, on the coordinate plane, sine and cosine are both negative in the third quadrant. The sine function represents the y-coordinate and the cosine function represents the x-coordinate of a point on the unit circle. Hence, in the third quadrant, where both x and y are negative, both sine and cosine are negative as well. This is a basic idea from trigonometry and is commonly referred to as the rule 'All Students Take Calculus', which helps to remember the sign of sine, cosine and tangent in each quadrant. A- all (Quadrant I, all are positive), S - Sine (Quadrant II, only sine is positive), T - Tangent (Quadrant III, only tangent is positive), C - Cosine (Quadrant IV, only cosine is positive). Therefore in the III quadrant, both sine and cosine are negative as only tangent (ratio of sine to cosine) is positive.
Learn more about Quadrants in Trigonometry here:https://brainly.com/question/35888087
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Answer this fast please it will also give you easy points
Answer:
80°
Step-by-step explanation:
since the complementary is 40° the supplementary is 80° so its the double.
In the right triangle shown, mZA = 30° and BC = 6/2.
How long is AC?
Answer:
x = 18
Step-by-step explanation:
Since 30-60-90 triangles have a side ratio of y : y√3 : 2y.
Since 2y, here, is 12√3, then y is 6√3.
This means that the side x, is 6√3 * √3, which is:
x = 6√3 * √3
= 6 * 3
x = 18
solve for x 1/2(x-3)=1/3(1-x)
Answer:
x=2.5906672908862554,−0.2573339575529219
The mean length of 6 childrens' big finger is 8.3cm. The mean length of 5 adults' big finger is 17.7cm. What is the mean length (rounded to 2 DP) of these 11 people's big finger?
Answer:
The mean for the whole group is 12.57 cm
Step-by-step explanation:
The mean of the length of each group's finger is given by the following formula:
mean = (sum of lengths from each finger)/number of people
Therefore for the first group:
8.3 = (sum1)/6
sum1 = 8.3*6 = 49.8
For the second group:
17.7 = sum2/5
sum2 = 17.7*5 = 88.5
Therefore the mean from the whole group is:
mean = (sum1 + sum2)/11 = (49.8 + 88.5)/11 = 12.57 cm
hey can anyone pls help me out in dis!!!!!!!!
Answer:
see below
Step-by-step explanation:
Graphs A , B , D are graphs of inequalities. The show that something is greater than or equal to ( graph A) or less than or equal to ( Graph B and D)
Graph C is a point. It is a graph of an equation
Bonnie had 1 one-dollar bill, 2 five-dollar bills, and 2 ten-dollar bills in her pocket. She randomly took 3 bills from her pocket. How much money could Bonnie have taken from her pocket?
Answer:
There are 5 different outcomes, $30, $21, $20, $16 and $11.
Step-by-step explanation:
Bonnie has a total of 6 bills in her pocket. If she takes 3 random bills, this means that there are 20 different possibilities but the five dollar bills and ten dollar bills are not indistinctive so the number is not 20 for this example.
She can take the 1 dollar bill and the two 5 dollar bills which would make 11 dollars.
She can take the 1 dollar bill and the two 10 dollar bills which would make 21 dollars.
She can take the 1 dollar bill, one 5 dollar bill and one 10 dollar bills which would make 16 dollars.
She can take two 5 dollar bills and one 10 dollar bill which would make 20 dollars.
She can take two 10 dollar bills and one 5 dollar bill which would make 30 dollars.
So there are 5 different outcomes, $30, $21, $20, $16 and $11.
I hope this answer helps.
Final answer:
Bonnie could have possibly drawn $11, $21, $20, or $25 by selecting any 3 bills out of 1 one-dollar bill, 2 five-dollar bills, and 2 ten-dollar bills.
Explanation:
The question concerns the amount of money Bonnie could have taken from her pocket after randomly selecting 3 bills. To answer this, let's consider her initial set of bills: 1 one-dollar bill, 2 five-dollar bills, and 2 ten-dollar bills.
Here are the possible combinations of 3 bills she could draw:
1 one-dollar bill and 2 five-dollar bills: $1 + $5 + $5 = $11
1 one-dollar bill and 2 ten-dollar bills: $1 + $10 + $10 = $21
2 five-dollar bills and 1 ten-dollar bill: $5 + $5 + $10 = $20
1 five-dollar bill and 2 ten-dollar bills: $5 + $10 + $10 = $25
Therefore, the amounts of money Bonnie could have drawn are $11, $21, $20, and $25.
Which of the following points does not lie on the graph of y=3^2x
Answer: (1,9) I just did a test with that question
pls help it’s not making sense to me
Answer:
4/15 didnt i think
Step-by-step explanation:
Answer:
4 : 11
(The 4 is the people that study French)
(The 11 is the people that don't study French. This includes the people that aren't studying a language at all)
Step-by-step explanation:
[tex]\frac{2}{5}[/tex] of the [tex]\frac{2}{3}[/tex] that study a language, is studying French.
[tex]\frac{2}{5}[/tex]*[tex]\frac{2}{3}[/tex]=[tex]\frac{4}{15}[/tex] so [tex]\frac{4}{15}[/tex] of the entire school studies French. that means [tex]\frac{11}{15}[/tex] of the school doesn't study French. In a ratio, it'd be 4 : 11 ratio
Ashik claims that the graph on the right is the correct interpretation of the scatterplot, but his friend Shelby claims that the
graph on the left is correct.
Shelby's Graph
Ashik's Graph
12
00
Who is correct and why?
Mark this and return
Save and Exit
Next
Next
Submit
Submit
OF
Answer:
C. Ashik is correct because the points are a strong correlation to this nonlinear association.
just got it right on edge 2020.
please mark as Brainliest.
The number of minutes Magdeline spent talking on her cell phone each month for the past five months were 494, 690, 502, 478, and 486. Suppose the mean for six months was 532 minutes, how many minutes did she talk on her cell phone in the sixth month?
Answer:
542 minutes
Step-by-step explanation:
currently our mean is =530
i got that by adding all the number out which equal too =2,650
and divide it by how many number there are which is 5
2,650/5=530
After some trial and error i found it
so you add 494+690+502+478+486+542=3,192
3,192/6=532
and that was our goal
so the 6th month she talked on the phone for 542 minutes
pls mark me brainliest
an option a person might choose when
making a decision.
when expanded 4x(3 Plus x)
Answer:
The answer is 12x + 4x².
Step-by-step explanation:
You have to expand it using Distributive Law :
[tex]4x(3 + x)[/tex]
[tex] = 4x(3) + 4x(x)[/tex]
[tex] = 12x + 4 {x}^{2} [/tex]
A scatter plot consists of (1,4.0), (2,3.3),(3,3.8),(4,2.6) and (5,2.7) ,the line if best fit used to model the data is ,y= -0.33x+4.27. which residual plot is correct
Answer:
B
Step-by-step explanation:
1/4 inch cubes were used to fill a prism. The dimensions of the prism are 1.5 inches x 1 inch x 3.75 inches. How many 1/4 inch cubes can fit into the prism?
A) 22.5
B) 360
C) 720
D) 180
Answer:
B) 360 cubes
Step-by-step explanation:
We can start by finding how many cubes fit into the length of the prism (1.5 in) which is 6 cubes for 1.5 in/ 0.25 in = 6.
Then we can find the number of cubes to fit the width of the prism (1 in) which is 4 cubes for 1 in/ 0.25 in = 4.
Finally we find that 15 cubes fit the height (3.75 in) for 3.75 in/ 0.25 in = 15 cubes.
Multiplying the together, we get 6*4*15=360 or B
The diameter of a circle measures 8 yd. what is the circumference of the circle?
Answer:
25.133
Explanation:
c = 2πr
What are the solutions to m^2+7=6?
Answer:
m = i or m = -i for i = root(-1)
Step-by-step explanation:
m^2+7=6
m^2 = 6 - 7
m^2 = -1
m = i or m = -i
for i = imaginary number
Janie made a 75% on her math test. If she got 15 problema right, how many questions were on the test?
Answer:
20
Step-by-step explanation:
75% of x = 15
x = 20
simplify 8x - 2y + x + x
Answer:
10x-2y
Step-by-step explanation:
the x's are really 1x
8x+1x+1x
=10x
the 2y stays the same so you end up with
10x-2y
Objects in free fall are constantly picking up speed as they fall back to Earth (prior to reaching terminal velocity).
Answer:
i think true but im not sure
Step-by-step explanation:
10.6771 to the nearest tenth
What is 5 times 6 minus 3
Answer:
27
Step-by-step explanation:
5 × 6 = 30
30 - 3 = 27
Answer:
27
Step-by-step explanation:
(5) 6 -3 In PEMDAS you Multiply first because M is before S
30 - 3
27
3. What is the value of this?
WN
Your ans Ter
Answer: 81/16
Step-by-step explanation:
Since it's a negative exponent, you flip the fraction and then the exponent becomes positive then solve from there. so it would go from
2/3^-4
3/2^4
81/16
15- the square root of 105 and 5
Answer:9.75304923404
Step-by-step explanation:
Kali is single and earns $45,800 per year. What is her annual federal withholding?
The table would continue this pattern up to 1,800 hours
The question involves creating a table that displays the effect of earned income on government support and total income for a single mother, named Susan. Given that Susan earns $8 per hour and loses $1 in government benefits for every $1 earned, we calculate the impact of different work hours on her total income. The table will illustrate the intersection of labor and welfare economics, showing the disincentive to work that some assistance programs might create due to the reduction in benefits as earned income rises.
To provide an example for Susan's situation: If she works 500 hours at $8 per hour, her earnings from work would be $4,000. With government benefits reducing dollar for dollar, Susan's new benefits would be $16,000 - $4,000, which equals $12,000. So, her total income would be her earnings ($4,000) plus the adjusted government benefits ($12,000), totaling $16,000. The table would continue this pattern up to 1,800 hours
Find the missing value in the angle below.
EDITED
Answer: x = 73.
Step-by-step explanation:
Angles on the same side of a line add up to 180.
As the angles 110 and (x-3) are on the same side of the line, you can solve for x using this equation:
[tex]180 = 110 + (x-3)\\\\70 = (x-3)\\73 = x[/tex]
The spinner shown is divided into congruent sections that are labeled 1-6. If the spinner is spun twice, what is the probability of the arrow landing on a 5 and then landing on a 3?
Answer:
1/36
Step-by-step explanation:
This is a simple use of the multiplication rule of probability, which is:
"The probability that Events A and B both occur is equal to the probability that Event A occurs times the probability that Event B occurs, given that A has occurred"
Using this rule, we square 1/6 to get 1/36. In other forms:
Decimal:0.02777777777(Round to whatever decimal place you need)
Percentage: 2.778%(I don't see you needing any more places)
Hope my answer helped you!
what is first even number that is a multiple of 5 and 7?
Answer:
Step-by-step explanation:
5 , 10 , 15 , 20 , 25 , 30 , 35 , 40 , 45 , 50 , 55 , 60
Answer:
70
Step-by-step explanation:
the multiples of 5 are as follows -
5,10,15,20,25,30,35,40,45,50,55,60,65,70
the multiples of 7 are as follows -
7,14,21,28,35,42,49,56,63,70
from what is shown, 70 is the only first common multiple of the two numbers
i hope this helps! :)
What is the radius and diameter of the following circle?
7.5 cm
Radius =
cm
Diameter
=
cm
Answer:
radius=7.5cm
diameter=15cm
Step-by-step explanation:
diameter=2radius
=2×7.5
=15
students at river view middle school are allowed to wear two different colors of uniform shirts. A survey of students at the school shows that a student is three times more likely to wear a red shirt than a white shirt. If a classroom has 24 students, how many students are likely to be wearing red?
Answer:
18 students are likely to be wearing red
Step-by-step explanation:
From the question, we know a student either wears red , or blue, with the probability of a student wearing red is 3 times more probable than wearing white.
So, let’s say out of the 24 students, x of them are wearing white. What this practically mean is that 3 * x = 3x of the students would be expected to be wearing red.
Now, adding the number of people wearing red and white together in terms of x, we have x + 3x = 4x
We equate this to 24; 4x = 24 and x = 24/4; x = 6
The number wearing red probably is 3 * x = 3 * 6 = 18 people
To determine how many of the 24 students likely wear a red shirt, given red is three times more probable than white, we calculate that 18 students are likely wearing red shirts.
The question asks us to determine how many students in a class of 24 are likely to be wearing a red shirt if students at River View Middle School are three times more likely to wear a red shirt than a white shirt. To solve this, let's define the number of students wearing a white shirt as x. Since a red shirt is three times more likely, the number of students wearing a red shirt would be 3x. The total number of students in the classroom is the sum of those wearing red and white shirts, which is x + 3x = 24. Combining like terms, we get 4x = 24. Dividing both sides by 4, x equals 6. This means 6 students are wearing white shirts. To find the number of students wearing red shirts, we multiply the number of white-shirted students by 3: 3 times 6 = 18. So, 18 students are likely to be wearing red shirts.