Answer:
t= 2.52 hours
Step-by-step explanation:
it is given that for first 30 km, the speed of bicyclist is v km/hour
time taken to cover first 30 km is given by
( )
for next 17 km the speed of bicyclist is 2 km/hour greater than his original speed
so the speed to cover next 17 km = v+2
time taken to cover next 17 km is given by
now total time t spent by the bicyclist to cover entire trip is given by
now if v=18 , we have
now to add fractions we make the denominator same
Hence we will find the LCM of 18 and 20
LCM of 18 and 20 = 180
now we need to make both the denominator equal to 180
hours (approx)
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A circle with a radius of 1 cm sits inside a 3 cm x 4 cm rectangle.
What is the area of the shaded region?
Round your final answer to the nearest hundredth.
Answer:
below
Step-by-step explanation:
Area of rectangle ( 3 x 4 ) minus the area of the circle (pi * 1^2) =
= shaded area = 8.86 cm^2
Marvin works Monday through Thursday 6am-12pm with a 30 minute
unpaid lunch. On Saturday he works from 12pm - 8:30pm with a 30 minute
unpaid lunch. If Marvin earns $14.75 per hour, answer the following.
How many hours and minutes does Marvin work for the week?
What is Marvins gross pay?
Answer:
The answer is $492.88. This is Marvin's gross pay for the week, calculated by multiplying his hourly wage of $14.75 by the number of hours he worked, which is 33.5 hours.
Step-by-step explanation:
Marvin works 6 hours a day on Monday through Thursday, for a total of 6 * 4 = <<64=24>>24 hours.
On Saturday he works 8.5 hours, for a total of 24 + 8.5 = <<24+8.5=32.5>>32.5 hours.
Marvin works for 30 minutes unpaid during the week, and 30 minutes unpaid on Saturday for a total of 30 * 2 = <<302=60>>60 minutes.
In hours, 60 minutes is 60 / 60 = <<60/60=1>>1 hour.
Therefore, Marvin works for a total of 32.5 + 1 = <<32.5+1=33.5>>33.5 hours in a week.
Marvin earns $14.75 per hour, so his gross pay is 14.75 * 33.5 = $<<14.75*33.5=492.88>>492.88
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Write the expression in simplest form.
the quantity negative two thirds x minus 7 end quantity minus the quantity negative 12 plus one sixth x end quantity
(A) three sixths x plus 5
(B) negative three sixths x minus 5
(C) five sixths x minus 5
(D) negative five sixths x plus 5
Answer:
[tex]\textsf{D)} \quad -\dfrac{5}{6} x+5[/tex]
Step-by-step explanation:
Given expression:
[tex]\left(- \dfrac{2}{3} x - 7\right) - \left(- 12 +\dfrac{1}{6}x \right)[/tex]
Remove the parentheses applying the rules -(-a) = a and -(a) = -a
[tex]- \dfrac{2}{3} x - 7+12-\dfrac{1}{6}x[/tex]
Collect like terms:
[tex]- \dfrac{2}{3} x-\dfrac{1}{6}x - 7+12[/tex]
Add the numbers -7 and 12:
[tex]- \dfrac{2}{3} x-\dfrac{1}{6}x+5[/tex]
Rewrite the first fraction so that its denominator is 6:
[tex]- \dfrac{2 \cdot 2}{3\cdot 2} x-\dfrac{1}{6}x+5[/tex]
[tex]- \dfrac{4}{6} x-\dfrac{1}{6}x+5[/tex]
[tex]\textsf{Apply the fraction rule} \quad \dfrac{a}{c}-\dfrac{b}{c}=\dfrac{a-b}{c}:[/tex]
[tex]\dfrac{-4-1}{6} x+5[/tex]
Simplify:
[tex]-\dfrac{5}{6} x+5[/tex]
Find u•v where theta is the angle between u and v
Answer:
124.45
Step-by-step explanation:
u•v=8*22*cos(π/4)=124.45
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Write the equation of the line with
slope -3 that goes through the point (-1,3).
Switch the equation to slope y intercept form.
Answer:
y = -3x
Step-by-step explanation:
You want the slope-intercept equation of the line with slope -3 through the point (-1,3).
Point-slope formThe equation of the line with slope m through point (h, k) can be written ...
y -k = m(x -h)
For slope -3 and point (-1, 3), the equation is ...
y -3 = -3(x +1)
Slope-intercept formEliminating parentheses gives ...
y -3 = -3x -3
Adding 3 gives the equation ...
y = -3x
__
Additional comment
As you can see, the y-intercept is 0.
Write 0.302 repeating as a fraction. show your work.
Answer:
x = 302/999
HERE THE ANSWER
Step-by-step explanation:
question 7 a data analyst adds labels to their line graph to make it easier to read even though they already have a legend on their visualizations. how does labeling the data make it more accessible?
Labels on a line graph can make the visualization more accessible in a few ways:
Labels can provide additional context for the data. For example, if the y-axis of the line graph represents the temperature in degrees Celsius, labeling each line with the location or type of temperature measurement can help the viewer better understand the data.Labels can help the viewer more quickly identify the data they are interested in. If the line graph has many lines and a legend, it can be time-consuming to locate the specific line of interest. By labeling each line directly on the graph, the viewer can more easily find the data they are looking for.Labels can improve the clarity and readability of the graph. If the lines on the graph are close together or overlap, labels can help the viewer distinguish between the different lines.Overall, labels can help make a line graph more accessible by providing additional context, improving readability, and helping the viewer quickly find the data they are interested in.
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it is estimated that 70% of ucf students participate in anti-racist practices. in a sample of 50 ucf students, how many would you expect to participate in anti-racist practices?
35 expect to participate in anti-racist practices.
anti-racist practices=Anti-racism encompasses a range of ideas and political actions which are meant to counter racial prejudice, systemic racism, and the oppression of specific racial groups. Anti-racism is usually structured around conscious efforts and deliberate actions which are intended to provide equal opportunities for all people on both an individual and a systemic level. As a philosophy, it can be engaged in by the acknowledgment of personal privileges, confronting acts as well as systems of racial discrimination, and/or working to change personal racial biases. Major contemporary anti-racism efforts include Black Lives Matter organizing and workplace antiracism.
Expect value= n*p=0.70*50
=35
Answer=35
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The equation, A equal to 1,500 plu quantity 1 plu 0. 06 over 2 end quantity all raied to the power of 2 time t, repreent the amount of money earned on a compound interet aving account. What doe the value 1,500 repreent?
The equation states that the total amount in the savings account will be equal to the initial deposit .The value 1,500 represents the initial amount deposited into the savings account.
The equation A = 1,500 + (1 + 0.06/2)^2t represents the amount of money earned on a compound interest savings account. The value 1,500 represents the initial amount that was deposited into the savings account. The equation states that the total amount in the savings account will be equal to the initial deposit (1,500) plus the amount that is earned by compounding the interest rate on the initial deposit. This is calculated by first adding the initial deposit (1) to the interest rate (0.06/2). This sum is then raised to the power of 2 times the number of years (t) the money has been in the account. This total amount is then added to the initial deposit (1,500) to give the total amount earned on the savings account.
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Answer:
The value 1,500 represents the initial value, which means the account started with a balance of $1,500.
Step-by-step explanation:
I got it right.
Please help read text on image.
Answer: -4 < n [tex]\leq[/tex] 5
Step-by-step explanation:
Find the distance between the two points rounding to the nearest tenth (if necessary).
(0,7) and (4,9)
choose the equation of the graphed function.
Answer:
g
Step-by-step explanation:
shifts the graph down by 6 units
Select the correct answer. What is the end behavior of the radical function represented by this graph? The graph shows the square root function. The function starts at the point (minus 3, 0) and extends upwards and to the right. Some major points on the graph are (0, 3), (2, 4), and (5, 5). A. As x decreases in value, increases in value. As x increases in value, decreases in value. B. As x decreases in value, increases in value. As x increases in value, increases in value. C. As x decreases in value, decreases in value. As x increases in value, decreases in value. D. As x decreases in value, decreases in value. As x increases in value, increases in value.
The end behavior of the function is that;
D. As x decreases in value, f(x) decreases in value.
As x increases in value, f(x) increases in value.
What is the end behavior of the radical function?
The end behavior of a function f(x) describes the behavior of the graph of the function at the "ends" of the x-axis.
Now, in the graph attached, at the end point of the curve on the left of the x-axis, we see that the coordinate is (-3, 0) and to the right which is when x has increased to 9 and now has a coordinate point of (9, 6).
Thus, we conclude that we see that as the value of x increased from left to right, f(x) also increased and as the value of x decreased from right to left, f(x) also decreased.
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Write an inequality for the statement:
negative two thirds is a minimum of the product of a number and negative seven eighths
negative seven eighths ≤ negative two thirdsw
negative seven eighths ≥ negative two thirdsw
negative two thirds ≥negative seven eighthsw
negative two thirds ≤ negative seven eighthsw
The required linear inequality is [tex]-\frac{2}{3} \geq -\frac{7}{8}x[/tex]
What is linear inequation?
A linear inequation is an equation that contains one or more variables, such as x, and involves linear functions. Unlike a linear equation, its solution set is not a single point, but a range of values. Linear inequations are used to represent situations where the exact value of a variable is not known, but a range of values can be determined based on certain conditions. For example, if x represents the amount of money a person makes in a year and we know that it must be greater than $50,000, then we can write the linear inequation x > 50,000.
Let the number be x
[tex]-\frac{2}{3}[/tex] is a minimum of the product of a number and [tex]-\frac{7}{8}[/tex]
[tex]-\frac{2}{3} \geq -\frac{7}{8}x[/tex]
This is the required linear inequality
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Warner received 7 letters. Each letter weighed between 3.92 ounces and 4.1 ounces. Warner estimates a reasonable weight of all the letters to be 30 ounces.
Is this a reasonable estimate?
The estimate made by Warner is 95% reasonable.
What is inequality? What is a mathematical function, equation and expression?function : In mathematics, a function from a set X to a set Y assigns to each element of X exactly one element of Y. The set X is called the domain of the function and the set Y is called the codomain of the function.expression : A mathematical expression is made up of terms (constants and variables) separated by mathematical operators.equation : A mathematical equation is used to equate two expressions.Given is that Warner received 7 letters and each letter weighed between 3.92 ounces and 4.1 ounces.
If the we take the maximum possible weight of each letter, which is 4 ounces, then the total weight of 7 letters will be equal to (4 x 7) = 28. But since the weights are weighted between 3.92 ounces and 4.1 ounces, let us assume that the weight of each letter is equivalent to -
w(a) = (3.92 + 4.10)/2 = 8.02/2 = 4.01
So, the weight of 7 letters would be -
W{7} = w(a) x 7 = 7 x 4.01 = 28.7
28.7 = 29 (round off) ≈ 30
So, yes the estimate of the Warner is reasonable.
Therefore, the estimate made by Warner is 95% reasonable.
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The owner expects to sell 800 snow cones next week. He earns a profit of $2.29 on each snow cone sold. Based on last week's results, how much profit can the owner expect to earn from cherry snow cone sales next week? Cherry was sold 120 times last time.
Based on last week's results, the profit that the owner expect to earn from cherry snow cone sales next week is $1832.
How much profit can the owner expect to earn from cherry snow cone sales next week?From the information, the owner expects to sell 800 snow cones next week and he earns a profit of $2.29 on each snow cone sold. Based on last week's results.
The profit can the owner expect to earn from cherry snow cone sales next week will be:
= Number of cheery × Profit on each
= 800 × $2.29
= $1832
The profit is $1832.
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in an experiment designed to measure the distance a golf ball is hit by clubs made of different material, the independent variable would be:
In studies intended to measure the distance a golf ball is struck with weapons made of various materials, the material of the golf ball and the direction of the wind at the moment the experiment was done become standardized variables.
In tests intended to assess the distance a golf ball is struck with clubs made of various materials, the kind of material the club is composed of is an independent variable.
Independent variables are those that a researcher tries to manipulate or control to observe how they impact the dependent variable. In this experiment, the effect of different club construction materials on golf ball distance is investigated.
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9,16,23,...
Find the 46th term?
The 46th term is 324.
Triangle a b c is cut by line segment f g. line segment f g goes from side a b to side a c. the length of b f is x 6, the length of f a is x 1, the length of c g is x 3, and the length of g a is x minus 1. which value of x would make line segment f g is parallel to line segment b c? 1 3 6 9
Triangle a b c is cut by line segment f g. line segment f g goes from side a b to side a c. then x= 9
The problem description can be shown in the figure below. Since FG is parallel to BC, both sides AB and AC are split in proportional segments. It can be expressed in several ways. We'll use this one:
x+1/x+6= x-1/x+3
Operating in both sides:
4x+3=5x-6
Simplifying
x=9
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Answer: D). 9
Step-by-step explanation:
Solve for m.
m/2 = m+5/4
Answer:
m = -5/2 or -2.5
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What is the center of dilation? How do you know?
Answer:
A
Step-by-step explanation:
You want the center of dilation when ∆ABC is dilated by a factor of 1/2 to get ∆AED.
Center of dilationIn any dilation, the center of dilation is invariant. It doesn't move.
Since point A is common to both triangles, it didn't move. Point A is the center of dilation.
Tomorrow, Mrs. Wendel's class will be using toothpicks for a science project. Each student must use at least 6 toothpicks for the project.
Mrs. Wendel knows that there is already a bag of 50 toothpicks in the class storage room. She plans to buy x additional toothpicks this afternoon to make sure her class will have enough.
If her class has 28 students, which number sentence represents this situation?
consider a standard normal random variable z. what is the value of z if the area to the right of z is 0.4404?
The value of z if the area to the right of z is 0.4404 is; 0.15
How to find the probability of the z-score?To find the value of z if the area to the right of z is 0.4404 is expressed as; P(Z > z) = 0.4404
Now, this means we have to go and trace the value of this area on the standard normal distribution table to know that z-score that it represents.
Now, by looking at the table of standard normal distribution, we can trace that the z-score area to the right of z is 0.4404 is;
z = 0.15
Thus, we conclude that the z-score above is the required one for the given area.
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the confidence interval for the mean of y is always narrower than the prediction interval for an individual response y given the same data set, x value, and confidence level. group of answer choices true false
The statement 'the confidence interval for the mean of y is always narrower than the prediction interval for an individual response y given the same data set, x value, and confidence level.' is True.
In this question, we have been given a statement 'The confidence interval for the mean of y is always narrower than the prediction interval for an individual response y given the same data set, x value, and confidence level. '
We need to state whether the given statement is true or false.
We know that the confidence interval = sample mean ± margin of error
The confidence interval for the mean of y is narrower when the x value is close to the mean of all of the x values.
Therefore, the confidence interval for the mean of y is always narrower than the prediction interval for an individual response y given the same data set, x value, and confidence level is True.
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a coin is tossed and a die is rolled. find the probability of getting a head and a number greater than 5
The probability of getting a head and a number greater than 5 i.e, independent events is 0.0833.
A coin is tossed and a die is rolled. These are two independent events. Two events are defined as independent if the outcome of one event has no effect on the outcome of another event. The probability is calculated by multiplying two independent probabilities together, i.e, P(A and B) = P(A) x P(B)
We have, Let us assume two independent events be ,
A : A coin is tossed and the head is thrown.
B : A die is rolled, and a number greater than 5 occurs.
Total possible outcomes when a coin tossed = 2 ={ H ,T }
Total possible outcomes when a die rolled = 6 = { 1,2,3,4,5,6} .
We have to determine probability of getting a head and a number greater
than 5.
Probability of getting the head on toss a coin, P(A) = 1/2
Probability of occuring a number greater than 5 on rolling a die = P(B) = 1/6
So, the probability of getting a head on coin and a number greater than 5 on die =P(A)×P(B)
=(1/2)× 1/6 = 1/12=0.0833
Hence, required probability is 0.0833.
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10.1 approximately how many more calories are there in 2 slices of bacon than there are in 3 slices of trasted turkey? why is there a difference?
Therefore, Two slices of bacon had 96 less calories than three slices of roasted turkey.
What does equation mean?a formula that illustrates the connection between two expressions on either side of a sign. It usually only has one variable and an equal sign. like this: 2x – 4 = 2.
Here,
One piece of bacon has 42 calories in it.
There are 60 calories in 1 slice of turkey.
2 slices of bacon are 2 calories each (42)
So 84 calories in 2 slice of bacon
3 slices of roasted turkey have 3 calories each slice (60)
Three slices of roasted turkey have 180 calories each.
180-84 is the difference in the amount of calories.
96 calories are added due to the calorie difference.
Two slices of bacon had 96 less calories than three slices of roasted turkey.
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Geometry: 6.7_law_of_cosines: 15 Points
Answer:
52.61 degrees to the nearest hundredth.
Step-by-step explanation:
8^2 = 7^2 + 10^2 - 2.10.7cos A
cos A = (8^2 - 7^2 - 10^2) / (-140)
= -85/-140
= 0.60714
< A = 52.61 degrees.
Which of these words is a synonym for vulnerable?
separated
unemployed
unprotected
freed
Evaluate the Expression P(7, 5)?
Responses:
35
2,520
21
3,500
Based on the values you've listed, it appears that the expression P(7, 5) represents a combination calculation. In combinatorics, the notation P(n, k) represents the number of ways to choose a subset of k items from a set of n items, without regard to the order in which the items are chosen. This is also known as the number of k-permutations of n items.
In this case, the expression P(7, 5) would represent the number of ways to choose a subset of 5 items from a set of 7 items. Using the formula for combinations, this would be calculated as follows:
P(7, 5) = 7! / (5! * (7 - 5)!)
= 7! / (5! * 2!)
= 7 * 6 * 5 * 4 * 3 / (5 * 4 * 3 * 2 * 1 * 2 * 1)
= 7 * 6 / 2
= 21
Therefore, the correct answer for the expression P(7, 5) is 21.
-55 − (-37) = A) -32 B) -18 C) 18 D) 92
GIVING BRAINLIST! + 90 POINTS!
Answer:
-18
Step-by-step explanation:
-55 - - 37 = -55 + 37 = 37 - 55 = -18
Answer:
B) - 18----------------------------------------
Solve in steps:
- 55 - ( - 37) = (- 1)*55 - ( -1)*37 = Rewrite as factors of - 1(- 1)*(55 - 37) = Factor out - 1( - 1)*18 = Simplify - 18 Answer