It takes one student 12 hours to wash all of the cars at a school car wash. If 8 students wash all the cars, how many hours will each person spend washing cars?

Answer:

79% C on edge

Answer:

The first one on edge is 80%

Step-by-step explanation:

the second one is 79%

Answer:

D

Step-by-step explanation:

just check at least two

Answer:

The arc measure of ABC is 221°

Answer:

139 degrees

Step-by-step explanation:

Subtract 41 from 180. You will get 139 degrees. Arc AC is 139 degrees.

-Briannah-

Answer:

There were 16.3 pounds in each of the bags

Step-by-step explanation:

The complete question is as follows;

The students put recycling bins for cans and bottles in the cafeteria and teachers lounge. At the end of last week, there was a total of 48.9 pounds of cans and bottles. They split them evenly into 3 bags. How many pounds were in each bag?

Solution;

This is a straightforward question that borders on one of the arithmetic operations which is division.

To properly understand this question, we can reframe it to mean if you have three bags containing cans and bottles with a total weight of 48.9 pounds, what is the weight of each bag if they have the same weight?

we can see we have succeeded in making the question look simpler while meaning the same thing.

To get the weight of each of the bags, what we simply do is to divide the total weight of the bags by 3

Mathematically that would be 48.9/3 = 16.3

This means that each of the bags weigh 16.3 lbs

Answer: they will meet after 3 hours.

Step-by-step explanation:

Let t represent the number of hours it will take them to meet.

A walker and a cyclist are 45 miles apart. If they move towards each other, in t hours, they would have covered a total of 45 miles

Distance = speed × time

They move towards each other with speeds of 5 mph and 10 mph respectively. It means that the distance covered by the walker in t hours is 5 × t = 5t

Also, the distance covered by the cyclist in t hours is 10 × t = 10t

Since the total distance covered us 45 miles, then

5t + 10t = 45

15t = 45

t = 45/15

t = 3 hours

Answer:

vertex: (0,4) // domain: x is a real number // Range: 4

Step-by-step explanation:

got a 100%

Answer:

C,D,C in that order

Step-by-step explanation:

Answer:

1. 17 whole cans

2. Yes, 38.65 in2 of metal

Step-by-step explanation:

First we need to find the surface area of the can.

The base and the top of the can have a area of pi*r^2.

If the radius is half the diameter, we have r = 3/2 = 1.5 inches, so:

A1 = pi * 1.5^2 = 7.069 in2

The side of the can has a area of pi*d*h. If the diameter is 3 inches and the height is 4.5 inches, we have:

A2 = pi*3*4.5 = 42.412 in2

So the total area of the can is:

2*A1 + A2 = 56.55 in2

To know how many cans we can make with 1000 in2 of metal, we just need to divide the total metal for the surface area of each can:

number of cans = 1000 / 56.55 = 17.684 cans

We can make 17 cans, and the metal left over is 1000 - 17 * 56.55 = 38.65 in2

Answer:

The Cohen's D is given by this formula:

[tex] D = \frac{\bar X_A -\bar X_B}{s_p}[/tex]

Where [tex] s_p[/tex] represent the deviation pooled and we know from the problem that:

[tex] s^2_p = 4[/tex] represent the pooled variance

So then the pooled deviation would be:

[tex] s_p = \sqrt{4}= 2[/tex]

And the difference of the two samples is [tex] \bar X_a -\bar X_b = 1[/tex], and replacing we got:

[tex] D = \frac{1}{2}= 0.5[/tex]

And since the value for D obtained is 0.5 we can consider this as a medium effect.  

Step-by-step explanation:

Previous concepts

Cohen’s D is a an statistical measure in order to analyze effect size for a given condition compared to other. For example can be used if we can check if one method A has a better effect than another method B in a specific situation.

Solution to the problem

The Cohen's D is given by this formula:

[tex] D = \frac{\bar X_A -\bar X_B}{s_p}[/tex]

Where [tex] s_p[/tex] represent the deviation pooled and we know from the problem that:

[tex] s^2_p = 4[/tex] represent the pooled variance

So then the pooled deviation would be:

[tex] s_p = \sqrt{4}= 2[/tex]

And the difference of the two samples is [tex] \bar X_a -\bar X_b = 1[/tex], and replacing we got:

[tex] D = \frac{1}{2}= 0.5[/tex]

And since the value for D obtained is 0.5 we can consider this as a medium effect.  

Answer:

she drank 7500 milliliters of juice

Step-by-step explanation:

In this question, we are asked to calculate the amount of juice in milliliters consumed by Kristin.

From the question, she drank 0.5 liters per day for 15 days. This means that the total amount she drank for the 15 days will be 0.5 * 15 = 7.5 liters

what we now need to do is to calculate the equivalent of this in milliliters.

To get this, we need to multiply the volume in liters by 1000. This is simply because 1000 milliliters make 1 liter

so that will be 7.5 * 1000 = 7500 milliliters of juice

Final answer:

To find out how much orange juice Kristin drinks over 15 days, convert her daily intake from liters to milliliters and multiply by the number of days. She drinks 7500 milliliters in total.

Explanation:

The question asks how many milliliters of orange juice Kristin drinks during 15 days if she drinks 0.5 liters each day. First, we need to convert liters to milliliters, knowing that 1 liter equals 1000 milliliters. Then, we multiply the daily amount of orange juice by the number of days.

Convert liters to milliliters: 0.5 liters = 500 milliliters (since 0.5 × 1000 = 500).

Multiply by the number of days: 500 milliliters/day × 15 days = 7500 milliliters.

Therefore, Kristin drinks 7500 milliliters of orange juice over 15 days.

Answer:

Step-by-step explanation:

Notice that the spinner has 6 equal sections.

So, all situations that can be simulated with such spinner must be multiples, divisors of 6, or a number least than 6, that way, we could use the 6 equal-section spinner.

Option A uses 1 of 3, Option B uses 8 of 12, and Option E uses 2 of 4.

Therefore, the anwers are A, C and E.

Answer: A C E

Step-by-step explanation:

Answer:

Since the total amount you have to pay for the purchase on the credit card A is lower, then it's the best option.

Step-by-step explanation:

For credit card A the ammount will only be compounded after 1 year, so the total time elapsed for the laon is 1.5 years, while for the credit card B it'll be the full 2.5 years. To compute the total amount of a interest compounded continuously we must apply the formula:

M = C*e^(r*t)

Where M is the total amount, C is the initial amount, r is the interest rate and t is the time elapsed.

For credit card A:

M = 500*e^(0.008*1.5) = 506.03614

For credit card B:

M = 500*e^(0.007*2.5) = 508.8270

Since the total amount you have to pay for the purchase on the credit card A is lower, then it's the best option.

Answer:

hey

Step-by-step explanation:

what was your answer?

Answer:

$10,253.04

Step-by-step explanation:

You are going to want to use the continuous compound interest formula, which is shown below.

[tex]A = Pe^{rt}[/tex]

P = principal amount

r = interest rate (decimal)

t = time (years)

First, change 9% into a decimal:

9% -> [tex]\frac{9}{100}[/tex] -> 0.09

Next, plug the values into the equation:

[tex]A=2,658e^{0.09(15)}[/tex]

[tex]A=10,253.04[/tex]

The account will have $10,253.04

Answer:

-8 +12y

Step-by-step explanation:

a positive times a negative is negative so it stays the same

Answer:

A≈38.52 in²

Step-by-step explanation:

google

Answer:

Step-by-step explanation:

Answer:

Number of pencils received by Dylan = 19

Number of pencils received by Ivy = [tex]27[/tex]

Number of pencils received by Tyrone = [tex]54[/tex]

Step-by-step explanation:

Given:

Ivy, Dylan, and Tyrone have together 100 pencils.

Ivy has 8 more pencils than Dylan.

Tyrone has twice as many pencils as Ivy.

To find: Number of pencils received by Ivy, Dylan, and Tyrone

Solution:

Let number of pencils received by Dylan = x

So, number of pencils received by Ivy = [tex]x+8[/tex]

number of pencils received by Tyrone = [tex]2(x+8)=2x+16[/tex]

Total number of pencils with Ivy, Dylan, and Tyrone = 100

So,

[tex]x+8+x+2x+16=100\\4x+24=100\\4x=76\\x=\frac{76}{4}\\ =19[/tex]

Number of pencils received by Dylan = 19

Number of pencils received by Ivy = [tex]19+8=27[/tex]

Number of pencils received by Tyrone = [tex]2(19)+16=38+16=54[/tex]

Dylan received 21 pencils, Ivy received 29 pencils, and Tyrone received 58 pencils. This conclusion was reached by setting up equations based on the relationships provided and solving for the variables.

To determine how many pencils each child received, let's define variables for each child's pencils:

Now we know that the total number of pencils shared is 100, so we can create an equation:

D (Dylan's pencils) + (D + 8) (Ivy's pencils) + 2(D + 8) (Tyrone's pencils) = 100

Simplifying the equation:

D + D + 8 + 2(D + 8) = 100

Combine like terms:

D + D + 2D + 16 = 100

4D + 16 = 100

Subtract 16 from both sides to isolate the term with D:

4D = 84

Divide both sides by 4:

D = 21

So, Dylan received 21 pencils. Using this value, we can now find the number of pencils for Ivy and Tyrone:

Therefore, the number of pencils each child received are:

Answer: 282.74

Step-by-step explanation:

V= pi r^2 h = pi * 3^2 * 10 = 282.74

Answer:

[tex]f(x)=\frac{2x^3-4x^2-6x}{x^2-2x-3}[/tex]

Step-by-step explanation:

Roots of a denominator in a rational function gives to us the vertical asymptotes. Hence we can take the denominator as

[tex](x-3)(x+1)=x^2-2x-3[/tex]

if we want that the end behavior as y=2x we can choose a polynomial whose factors cancel out with the denominator. Thus

[tex]2x(x-3)(x+1)=2x^3-4x^2-6x[/tex]

Hence, the function is

[tex]f(x)=\frac{2x^3-4x^2-6x}{x^2-2x-3}[/tex]

Hope this helps!!

Answer:

The correct answer is v(t) = (principal × time × 0.02) if calculated simply and v(t) = Principal × [tex]( 1.02) ^ {time}[/tex] where v(t) is the interest after t years .

Step-by-step explanation:

Principal amount invested by Shota is $2000.

Interest is earned at 2% per year.

Time for which the principal is invested is t years.

Therefore let the total interest be v(t) dollars in t years.

Case 1: Simple Interest.

v(t) = (principal × time × [tex]\frac{r}{100}[/tex] ) = (2000 × t × 0.02) = 40t

Case 2: Compound Interest.

v(t) = Principal × [tex]( 1+ \frac{r}{100}) ^ {t}[/tex] - Principal =  2000 × [tex]( 1.02) ^ {t}[/tex] - 2000.

Answer:

c

Step-by-step explanation:

its correct no neef for an explanation

Answer:

b) i got it right in edg

Step-by-step explanation:

Answer:

$220.32

Step-by-step explanation:

108 x 2.04 = 220.32

Answer:

The interest is: $2520.00

Step-by-step explanation:

P is the principal amount, $10500.00.

r is the interest rate, 6% per year, or in decimal form, 6/100=0.06.

t is the time involved, 4....year(s) time periods.

So, t is 4....year time periods.

To find the simple interest, we multiply 10500 × 0.06 × 4 to get that

Answer:

common denominator of 1/a + 1/b is  ab

however simplifying the complex fraction gives:   (b-a)/(b +a)

Step-by-step explanation:

common denominator of 1/a + 1/b

should be the product of the denominators

a*b

so   1/a  + 1/b =   (b + a)/ab

ao

( 1/a  - 1/b)  divided by (1/a + 1/b) =  (b - a)/(ab)  divided by (b+a)/ab

To find the common denominator for 1/a and 1/b within a complex fraction, we use ab. The complex fraction (1/a - 1/b) divided by (1/a + 1/b) can be simplified by multiplying the numerator and denominator by ab, leading to a simplified form of (b² - a²) / (a² + b²).

When finding the common denominator for complex fractions like 1/a and 1/b, it's similar to dealing with real numbers. Given the complex fraction (1/a - 1/b) divided by (1/a + 1/b), we can identify a and b as the denominators. To combine the fractions within the complex fraction, we need a common denominator, which is ab. Thus, the fractions would become (b/a - a/b) and (a/b + b/a), both with a common denominator of ab.

In the complex fraction ((1/a - 1/b) / (1/a + 1/b)), by finding the common denominator, we then rewrite the equation as (b/a - a/b) / (a/b + b/a), which simplifies to (b² - a²) / (a² + b²) when multiplied by ab in both the numerator and the denominator. This process of finding the common denominator allows us to combine and simplify the complex fraction.

Answer:

12.56 miles

Step-by-step explanation:

[tex]l = \frac{ \theta}{360 \degree} \times 2\pi \: r \\ \\ = \frac{ 90 \degree}{360 \degree} \times 2 \times 3.14 \times 8 \\ \\ = \frac{ 1}{4} \times 16 \times 3.14 \\ \\ = 4 \times 3.14 \\ = 12.56 \: miles[/tex]

Hence, length of arc = 12.56 miles

1) The x-intercepts of the function [tex]\( f(x) = x^2 + 2x - 8 \)[/tex]are [tex]\( x = -4 \)[/tex]and [tex]\( x = 2 \).[/tex]

2) The y-intercept of the function [tex]\( f(x) = x^2 + 2x - 8 \) is \( y = -8 \).[/tex]

3) The equation of the axis of symmetry is [tex]\( x = -1 \).[/tex]

4) The vertex of the function [tex]\( f(x) = x^2 + 2x - 8 \) is \( (-1, -9) \).[/tex]

5) The graph of the function is a parabola opening upwards with the vertex at [tex]\( (-1, -9) \).[/tex]

1) To find the x-intercepts, set [tex]\( f(x) = 0 \)[/tex] and solve for x. The quadratic equation [tex]\( x^2 + 2x - 8 = 0 \)[/tex] factors into [tex]\( (x - 2)(x + 4) = 0 \),[/tex] yielding x-intercepts of [tex]\( x = -4 \)[/tex] and [tex]\( x = 2 \).[/tex]

2) To find the y-intercept, set \( x = 0 \) in the function. \( f(0) = 0^2 + 2(0) - 8 = -8 \), so the y-intercept is [tex]\( y = -8 \).[/tex]

3) The axis of symmetry for a quadratic function in the form [tex]\( f(x) = ax^2 + bx + c \)[/tex] is given by [tex]\( x = \frac{-b}{2a} \).[/tex]  For [tex]\( f(x) = x^2 + 2x - 8 \)[/tex], the axis of symmetry is [tex]\( x = -1 \).[/tex]

4) The vertex of a quadratic function in the form [tex]\( f(x) = ax^2 + bx + c \) is located at \( \left(-\frac{b}{2a}, f\left(-\frac{b}{2a}\right)\right) \).[/tex]Substituting [tex]\( x = -1 \)[/tex] into the function, we find that the vertex is [tex]\( (-1, -9) \).[/tex]

5) The graph of the function is a parabola that opens upwards, consistent with the positive coefficient of the [tex]\( x^2 \)[/tex] term. The vertex at (-1, -9) is the lowest point on the graph, and the parabola extends upward indefinitely from there.

Answer:

Add 7 to both sides

Step-by-step explanation:

c - 7 + 7 = 0 + 7

c = 7

Answer: subtract 5 b

Answer:

Correct option: fourth one: ∠Z = ∠W and ∠X = ∠U

Step-by-step explanation:

There are 3 cases that gives similarity of two triangles:

Side-Angle-Side: They should have 2 sides and 1 angle in common

Side-Side-Side: They should have all 3 sides in commom

Angle-Angle: They should have 2 angles in common (therefore the third angle will also be equal)

In the first option, we have a pair of sides being parallel. That is not enough to prove similarity.

In the second option, two angles of the same triangle are equal, that's not enough, because the angles between each triangle can be different.

In the third option, two side of the same triangle are equal, that's not enough.

In the fourth option, two angles of the triangles are equal to each other, so this is the third case mencioned above, therefore it proves the similarity.

Correct option: fourth one.

Similar triangles may or may not be congruent.

The relationship that must be true for [tex]\mathbf{\triangle ZYZ \sim \triangle WVU}[/tex] is  (d) [tex]\mathbf{\angle Z \cong \angle W }[/tex] and [tex]\mathbf{\angle X \cong \angle U }[/tex]

From the question, we understand that: [tex]\mathbf{\triangle ZYZ \sim \triangle WVU}[/tex]

The above means that, both triangles are similar (but not congruent). This means that:

In other words

[tex]\mathbf{\angle Z \cong \angle W }[/tex],  [tex]\mathbf{\angle X \cong \angle U }[/tex] and [tex]\mathbf{\angle Y \cong \angle V }[/tex]

Hence, the true relationship is (d) [tex]\mathbf{\angle Z \cong \angle W }[/tex] and  [tex]\mathbf{\angle X \cong \angle U }[/tex]

Read more about similar triangles at:

https://brainly.com/question/14926756

Answer: w x 4 + 2 = p

Step-by-step explanation:

W = Week

P = Paper

4 kg a week would be 4 x w

you also must add the 2 kilograms at the start of the year