The plane's actual speed is 135 miles/hour if the plane is traveling due south. The wind is blowing 30° east of south at 50 miles/hour option (C) 135 miles/hour is correct.
What is an angle?When two lines or rays converge at the same point, the measurement between them is called a "Angle."
The question in incomplete.
The complete question is:
A plane is traveling due south. The wind is blowing 30° east of south at 50 miles/hour. If the plane's resultant speed due to the wind is 180 miles/hour, what is the plane's actual speed, rounded to the nearest integer?
120 miles/hour130 miles/hour135 miles/hour140 miles/hourFrom the data given in the question:
Using Cosine Law:
c² = a² + b² - 2 ac cos C
180² = 50² + x² - (2×50)x cos 150°
32400 - 2500 - x² = 86.6x
29,900 - x² = 86.6 x
x² + 86.6x - 29900 = 0
After solving the above quadratic equation:
x = 135 miles/hour
Thus, the plane's actual speed is 135 miles/hour if the plane is traveling due south. The wind is blowing 30° east of south at 50 miles/hour option (C) 135 miles/hour is correct.
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Which of the following is equivalent to √20
A. 4
B. 5√2
C. 2√5
D. 20
At a hardware store, a tool set normally costs $80. During a sale this week, the tool set costs $12 less than usual. What percentage of the usual price is the saving? Explain or show your reasoning.
Label the percent bar below with the appropriate estimations.
Answer:
it was 25%
Step-by-step explanation:
when she got to school she saw that the school has nine buildings each having 30 classrooms how many classrooms does the school have
How do you do the midpoint with the same point
PLZZZZZZZZZHELP HURRY!!! What is the difference (2x-3) - (x- 1)
x-4
x-2
x+2
x+4
What is the value of the expression shown below?
3 over 5 to the power of 2 + 4 × 3 − 2
10 and 9 over 25
11 and 2 over 25
12 and 9 over 25
13 and 2 over 25
Answer:
[tex]10\frac{9}{25}[/tex]
Step-by-step explanation:
[tex](\frac{3}{5})^2 + 4 * 3 - 2[/tex]
Simplify the given expression
WE use order of operation PEMDAS
Parenthesis, exponents, multiply , divide , add and subtract
LEts start with parenthesis
[tex](\frac{9}{25})+ 4 * 3 - 2[/tex]
now we multiply
[tex](\frac{9}{25})+12 - 2[/tex]
now subtract 2
[tex](\frac{9}{25})+10[/tex]
This can be written as [tex]10\frac{9}{25}[/tex]
You plan to paint the outside of this garage, including the roof. Which calculation will help you best decide how much paint you will need? (Omit the floor of the garage in your calculation.) Add the areas of 9 rectangles and 2 triangles. Add the areas of 6 rectangles and 2 triangles. Add the volumes of 1 rectangular prism and 1 triangular prism. Add the perimeters of 4 rectangles and 2 triangles.
Answer:
add the areas of 6 rectangles and 2 triangles
Step-by-step explanation:
What is the value of X in the figure
Which is longer 2 kilometers or 2 meters
A line has a slope of 2/3 and contains the points (x, 9) and (3, 7). The value of x is
0
3
6
Answer:
6
Step-by-step explanation:
You can see the answer above and I also did the lesson submitted it and got it right.
Find the surface area of each triangular prism
The rest of the students in the play are from Mr. Logan’s class and Ms. Gardner’s class.
Mr. Logan has 23 students in his class, and 7 of them are in the play. There are 4 more students from Ms. Gardner’s class than from Mrs. Cho’s class in the play.
The number of students in the play from Mr. Logan’s class is greater than the number from Mrs. Cho’s class and fewer than the number from Ms. Gardner’s class.
In all, 30% of the students in these three classes are in the play.
Show or explain why there must be exactly 23 students in Ms. Gardner’s class. As part of the explanation, determine how many students from Ms. Gardner’s class are in the play.
There should be 23 students from Ms. Gardner’s class in the play.
To determine why there must be exactly 23 students in Ms. Gardner's class and to find out how many students from Ms. Gardner's class are in the play, let's break down the problem step-by-step.
Define Variables:- Let L be the number of students in Mr. Logan's class.
- Let G be the number of students in Ms. Gardner's class.
- Let C be the number of students in Mrs. Cho's class.
- Let [tex]P_L[/tex] be the number of students from Mr. Logan's class in the play.
- Let [tex]P_G[/tex] be the number of students from Ms. Gardner's class in the play.
- Let [tex]P_C[/tex] be the number of students from Mrs. Cho's class in the play.
Given Information:- L = 23
- [tex]P_L[/tex] = 7
- There are 4 more students from Ms. Gardner's class in the play than from Mrs. Cho's class: [tex]P_G[/tex] = [tex]P_C[/tex] + 4
[tex]P_G[/tex]
- The number of students in the play from Mr. Logan's class is greater than the number from Mrs. Cho's class and fewer than the number from Ms. Gardner's class: [tex]P_C[/tex] < 7 < [tex]P_G[/tex]
- 30% of the students in these three classes are in the play.
Calculate Total Students and Students in the Play:- Total students in these three classes: L + G + C
- Total students in the play: [tex]P_L[/tex] + [tex]P_G[/tex] + [tex]P_C[/tex]
30% of the Students are in the Play:
- 0.30 (L + G + C) = [tex]P_L[/tex] + [tex]P_G[/tex] + [tex]P_C[/tex]
Substitute L = 23 and [tex]P_L[/tex] = 7:0.30 (23 + G + C) = 7 + [tex]P_G[/tex] + [tex]P_C[/tex]
Using [tex]P_G[/tex] = [tex]P_C[/tex] + 4 :
0.30 (23 + G + C) = 7 + ([tex]P_C[/tex] + 4) + [tex]P_C[/tex]
0.30 (23 + G + C) = 7 + [tex]P_C[/tex] + 4 + [tex]P_C[/tex]
0.30 (23 + G + C) = 11 + 2[tex]P_C[/tex]
Simplify the equation:0.30 (23 + G + C) = 11 + 2[tex]P_C[/tex]
0.30 × 23 + 0.30G + 0.30C = 11 + 2[tex]P_C[/tex]
6.9 + 0.30G + 0.30C = 11 + 2[tex]P_C[/tex]
Rearrange the equation:0.30G + 0.30C = 11 + 2[tex]P_C[/tex] - 6.9
0.30G + 0.30C = 4.1 + 2[tex]P_C[/tex]
Divide by 0.30:G + C = [tex]\frac{4.1 + 2P_C}{0.30}[/tex]
G + C = [tex]\frac{4.1}{0.30} + \frac{2P_C}{0.30}[/tex]
G + C = [tex]\frac{41}{3} + \frac{20}{3}P_C[/tex]
G + C = [tex]\frac{41 + 20P_C}{3}[/tex]
From the constraints [tex]P_C[/tex] < 7 < [tex]P_G[/tex] and [tex]P_G[/tex] = [tex]P_C[/tex] + 4:[tex]P_G[/tex] = 7
[tex]P_C[/tex] = [tex]P_G[/tex] - 4 = 7 - 4 = 3
So,
G + C = [tex]\frac{41 + 20 \cdot 3}{3} = \frac{41 + 60}{3} = \frac{101}{3}[/tex]
G + C = 33.67
Since G and C must be integers and they add up to 33.67, we need to check for plausible values of G and C. However, considering our assumptions and given constraints, we should use consistent integer values:
For:
[tex]P_G[/tex] = 7
[tex]P_C[/tex] = 3
Using the total students equation:0.30(23 + G + C) = 7 + 7 + 3
0.30(23 + G + C) = 17
Thus:
23 + G + C = [tex]\frac{17}{0.30}[/tex]
23 + G + C = 56.67
So:
G + C = 56.67 - 23 = 33.67
Given [tex]P_C[/tex] < 7 < [tex]P_G[/tex], by resolving as integers:
G = 23
C = 11
Thus, Ms. Gardner's class must have 23 students.
A formula is expressed as d=a(2+kt). Express k in terms of d, a and t
Answer:
[tex]k=\frac{d}{ta}-\frac{2}{t}[/tex]
Step-by-step explanation:
d=a(2+kt)
WE need to solve for k. our aim is to get K alone
d= a(2+kt)
To eliminate 'a' we divide by 'a' on both sides
[tex]\frac{d}{a} = 2+ kt[/tex]
To eliminte 2 we subtract 2 on both sides
[tex]\frac{d}{a}-2 =kt[/tex]
Now to isolate K we divide by 't' on both sides
When we divide a fraction by 't' then we multiply 't' at the bottom
[tex]\frac{d}{ta}-\frac{2}{t}=k[/tex]
Please try to answer as many as possible. Thanks
A gift box is in the shape of a triangular prism has a volume of 140 cubic inches, a vase height of 10 inches, and a height of 4 inches. What is the length of the base?
A special box designed to hold an antique artifact is shaped like a triangular prism. The surface area of the box is 421.2 square inches. The height of the base triangle is 7.8 inches and each side of the base triangle is 9 inches long. What is the height of the box?
Piper wants to buy enough potting soil to fill flower box that is 36 inches long, 8 inches wide, and 10 inches tall. If one bag of potting soil contains 576 cubic inches, how many bags should she buy?
Michael's pencil box is shaped like a rectangular prism. It is 30.5 centimeters long, 20.3 centimeters wide, and 10 centimeters tall. He estimates that the surface area of the box is about 2,200 square centimeters. Is his estimate reasonable? Explain your reasoning.
The measure of an exterior angle of a regular polygon is 15 degrees. What is the sum of the measures of the interior angles of the polygon
It is 360 degrees!
You can see because it is math and yeah..
The back-to-back stem-and-leaf plot below shows the ages of patients seen by two doctors in a family clinic in one day. Compare the ages of the patients of doctor 1 and doctor 2 using the mean and the median of each data set. Doctor 1 Doctor 2 | 3 | 5 9 2 0 | 2 | 0 0 2 3 6 8 7 5 | 1 | 3 7 9 7 3 2 1 1| 0 | 2 2 3 9 Key: means 29 9|2|3 means 23
I don't quite know how to do this, so if someone could guide me through it that would be nice..!
Answer:
The mean of the ages of Doctor 1's patients is 13.54 and the median is 15. The mean of the ages of Doctor 2's patients is 16 and the median is 19.
Step-by-step explanation:
Helpppppp!!!!!!!!!!!!!!!
Ernie saved $650 in twenty six weeks. He saved the same amount each week. How much did he save each week?
Suppose g(x)=f(2x) when f(x)=x^2-4x-5. Find the standard expression for g(x).
Please show steps.
It took Yuik (1/6) of a hour to water get flowers and (4/6) of an hour to weed her garden. What fraction of an hour did Yuik work in her yard
The required fraction of an hour is 5/6 Yuik work in her yard.
What is the fraction?A fraction is defined as a numerical representation of a part of a whole that represents a rational number.
It took Yuik (1/6) of an hour to water the flowers and (4/6) of an hour to weed her garden, so in total, she worked for (1/6) + (4/6) = 5/6 of an hour in her yard.
To add the two fractions, we need to have a common denominator, which is 6. Then we can add the numerators (1 + 4) to get 5.
⇒ 5/6
Thus, the final fraction is 5/6.
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5 Points, Time Limit, Brainliest, Please don't spam, Thanks!
The table shows the number of skirts of different colors in a closet. A fair coin is shown below the table.
Color of Skirt Number
Yellow 5
Blue 8
Green 4
Pink 3
A coin Maria selects a skirt from the closet randomly without looking and then tosses the fair coin. What is the probability that she will select a yellow skirt and that the coin will land tails up?
1 over 20
1 over 10
1 over 8
1 over 5
Answer: [tex]\dfrac{1}{10}[/tex]
Step-by-step explanation:
Given : Number of yellow Skirt Number =5
Total skirt = [tex]5+8+4+3=20[/tex]
The probability that she will select a yellow skirt will be :_
[tex]\dfrac{5}{20}=\dfrac{1}{5}[/tex]
Total faces in coin=2
Number of tails = 1
The probability that the coin will land tails up :-
[tex]\dfrac{1}{2}[/tex]
Since ,both events are independent , then the probability that she will select a yellow skirt and that the coin will land tails up is given by :-
[tex]\dfrac{1}{5}\dfrac{1}{2}=\dfrac{1}{10}[/tex]
0.5 as a repeating decimal to a fraction
show your work
also 0.7 as a repeating decimal to a fraction
show your work
The decimal 0.5 converts to the fraction 1/2 and the decimal 0.7 converts to the fraction 7/10.
Explanation:To convert the decimal 0.5 and 0.7 into fractions, we use the definition of a decimal. A decimal is a representation of a fraction in terms where we have a power of 10 in the denominator. For instance:
To convert 0.5 into a fraction, we can think of it as 0.5/1 which equals to 5/10 or simplifies to 1/2. Converting 0.7 into a fraction, would give us 0.7/1 which is equal to 7/10.
So, 0.5 as a decimal is 1/2 as a fraction and 0.7 as a decimal is 7/10 as a fraction.
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Kelly is making ice cream cones for her 6 friends. 1/3 of her friends asked for sprinkles on their ice cream. How many ice cream cones should kelly make with sprinkles
is (8,3) solution to 3x-4y>12
Mrs Henley built a cage for her bird. She wanted to cover the bottom of the cage with newspaper. If the cage is 1/4 yard by 1/2 yard, what is the area that needs to be covered?
The question says :Mrs Henley built a cage for her bird .
The bottom of the cage Mrs Henley build has to be covered by a newspaper.
To cover the bottom by newspaper we need to find the area of bottom.
The formula to find the area of bottom is length x width.
The dimensions of the bottom is given as [tex] \frac{1}{4} and \frac{1}{2} yard. [/tex]
Area of bottom = [tex] \frac{1}{4} times \frac{1}{2} = \frac{1}{8} [/tex]
Answer: The area that needs to be covered is [tex] \frac{1}{8} [/tex] square yards.
So sorry, I just don’t understand this Please I’m almost done.
what property is 6x + (9+3x) in? A. Distributive B. Combine like terms C. Associative property of addition D. Commutative property of addition
The expression can be simplified using the distributive property, but it is not in its simplest form, Option A is correct.
What is Expression?An expression is combination of variables, numbers and operators.
The expression 6x + (9+3x) is in the distributive property.
To see why, we can apply the distributive property of multiplication over addition, which states that a(b + c) = ab + ac. In this case, we have:
6x + (9+3x) = 6x + 9 + 3x
Here, the expression 6x is being distributed over the parentheses, which contain 9 and 3x. We can combine the constants 6x and 9, as well as the like terms 6x and 3x, using the commutative and associative properties of addition:
6x + 9 + 3x
= 6x + 3x + 9
= (6x + 3x) + 9
= 9x + 9
So, the expression can be simplified using the distributive property, but it is not in its simplest form.
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in your sock drawer, you have 20 socks. You have two pairs of patterned socks, 4 pairs of gym socks, three pairs of striped socks, and one pair of black socks. What is the probability that you randomly pull a gym sock from the drawer? What are the odds?
what does x equal? Plus can u pls explain cuz I have a test friday