Answer:
50, 60, 50, and 60
Step-by-step explanation:
xy = 3000
2x + 2y = 220
Rewrite the second equation
y = -x + 110
Substitute this into the first equation.
x(-x + 110) = 3000
-x^2 + 110x - 3000
Divide by -1
x^2 - 110x + 3000
(x - 60) (x - 50)
x = 60, 50
When x = 60, y = 50 and vice versa, so the sides are 50, 60, 50, and 60.
Answer:
Step-by-step explanation:
Do you still need help
Which of the following represents a geometric series
2+6+18
2,6,10
2+6+10+
2,6,18
good morning,
Answer:
2,6,18
Step-by-step explanation:
6/2=3 and 18/6=3 then 2,6,18 represent a geometric series.
6/2=3 and 10/6≠3 then 2,6,10 doesn’t represent a Géométric series.
:)
Round to the nearest tenth: 156.78
on average a person blink 16 times per minute how many times does a person blink in one day. there are 1,440 minutes in a day
Answer:
16 times 1440= 23040 blinks a day
Step-by-step explanation:
So umm... 16 blinks a minute so for every minute is 16 blinks so just multiply the 1440 minutes so yeah..
A crane is lowering a concrete block from a height of 270 feet above the ground at a constant rate of 2.5 feet per second. Which function can be used to determine h, the height , in feet above the ground of the concrete block after “s” seconds ?
The function would be h = 270 - 2.5s, where h is the height (in feet) and s it the time (in seconds) that has passed.
The 270 represents the initial value, which is given. We are told that the initial height of the block is 270 feet.
2.5s represents the feet that it has descended. We know the block is lowered at a rate of 2.5 feet per second. Multiplying this by s, the time, will give us how much it has descended.
The height at any point is can be given by function f(s) = 270 - 2.5s.
Given to us,
concrete block top height, H = 270 feet,
speed of the block, v = 2.5 feet/second,
We know that [tex]\rm \bold{speed = \dfrac{Distance}{Time} }[/tex],
thus, [tex]\rm \bold{Distance = speed\times Time}[/tex]
So, we can write, height (distance from the top height) covered is "s" seconds as,
[tex]\bold{h = v \times s}=\bold{2.5\times s} = \rm \bold{2.5s}[/tex]
therefore, we can write,
Height at any point = Top height - height covered
= 270 - 2.5s
Hence, the height at any point is can be given by function f(s) = 270 - 2.5s.
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What is the simplified form of the fraction below 6/24
1/4 is the simplified fraction for 6/24.
Answer:
[tex]\frac{1}{4}[/tex]
Step-by-step explanation:
you can divide the numerator and denominator of [tex]\frac{6}{24}[/tex] by 6, resulting in [tex]\frac{1}{4}[/tex]
urgent, please help, I really appreciate (100 points)
Which sequence isn't a geometric
progression?
Answer:
3, 6, 9, 12 is not geometric
Step-by-step explanation:
A geometric progression has a common ratio r between consecutive terms.
3, 6, 9 , 12
has a common difference of 3 between terms and is arithmetic
1, 5, 25, 125
r = 5 ÷ 1 = 25 ÷ 5 = 125 ÷ 25 = 5 ← geometric
4, 8, 16, 32
r = 8 ÷ 4 = 16 ÷ 8 = 32 ÷ 16 = 2 ← geometric
2, 6, 18, 54
r = 6 ÷ 2 = 18 ÷ 6 = 54 ÷ 18 = 3 ← geometric
Answer:
3, 6, 9, 12 would not be a geometric sequence.
Step-by-step explanation:
The reason for this is because, geometric sequence is multiplication or division while arithmetic is addition and subtraction.
1, 5, 25, 125 is multiplication. x5
4, 8, 16, 32 is multiplication as well. x2
2, 6, 18, 54 is multiplication as well. x3
While 3, 6, 9, 12 would be +3.
Therefore, 3,6, 9, 12 would not be a geometric sequence.
Ratio question. Someone please help me!
Answer:
b is the right answer
Step-by-step explanation:
because the ratio of 98÷10=9.8
when we did the ration of 1078÷110=9.8
we can say that both ratio is same.
Answer: [tex]\frac{98}{10}[/tex] ; x = 110
Step-by-step explanation:
Since the ratio of weight to mass is constant , it implies:
[tex]\frac{490}{50}[/tex] = [tex]\frac{1078}{x}[/tex]
490x = 1078 X 50
490x = 53900
x = 53900/490
x = 110
Therefore the ratio of weight to mass will be :
1078/110
98/10
Tristan took a math quiz last week. He got 26 out of 52 problems correct. What percentage did Tristan get correct? Write your answer using a percent sign (%).
Answer:
50%
Step-by-step explanation:
To find the percentage of his correct answers, divide the amount of correct answers he got by the total number of problems.
26 out of 52 is another way to say
26/52
= 26 ÷ 52
= 0.50
0.5 is the decimal form of the answers Tristan got correct.
To convert it to a percentage, more the decimal two places to the right.
0.50 => 50%
Tristan got 50% of the problems correct.
The variables y and x have a proportional relationship, and y = 7 when x = 2.
What is the value of y when x = 5?
Enter your answer in the box.
y = 17.5 when x = 5
Step-by-step explanation:
When two variables are in direct proportion i.e. change in one variable causes change in other variable it can be expressed mathematically as:
y∝x
when the proportionality symbol is removed a proportionality constant is introduced
So,
[tex]y = kx[/tex]
Putting y = 7 and x = 2
[tex]7 = k * 2\\k = \frac{7}{2}\\k = 3.5[/tex]
So the expression will be:
[tex]y = 3.5x[/tex]
Now putting x = 5
[tex]y = 3.5 * 5\\y = 17.5[/tex]
Hence,
y = 17.5 when x = 5
Keywords: Proportion, variables
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Mathematical
PRACTICE 5 Use Math Tools Sarah buys a pen that costs
$0.75. How much will 2 pens cost?
Answer: 1.5
Step-by-step explanation:
0.72 • 2 = 1.5
Answer:1.50
Step-by-step explanation: 75•2 = 1.50
Which of the following equations is equivalent to y + 3 = -4(x - 2)?
Answer:
D. y= -4x +5
Step-by-step explanation:
The equation [tex]y+3=-4(x-2)[/tex] can be transformed by doing some algebra.If we solve the second term of the equation -4(x-2)= 8 - 4x, then we have [tex]y+3=8-4x[/tex] (this is done by distributing the multiplication into the two terms: remember that the product of -4x(-2)=+8 because the product of two negative numbers is a possitive number).Then, by subtracting both sides 3, we have [tex]y=5-4x[/tex]. Rearranging terms in the right side, we have [tex]y=-4x+5[/tex], which is option D.To find the equation that is equivalent to y + 3 = -4(x - 2), we need to simplify and rearrange the equation to the standard y = mx + b form.
Explanation:To find the equation that is equivalent to y + 3 = -4(x - 2), we need to simplify and rearrange the equation to the standard y = mx + b form. Here are the steps:
Distribute -4 to (x - 2): y + 3 = -4x + 8Move y to the right side: -4x + y + 3 = 8Combine like terms: -4x + y = 5Therefore, the equation that is equivalent to y + 3 = -4(x - 2) is -4x + y = 5.
The mean of 20 observations is 50. If the observation 50 is replaced by 140, what will be the resulting mean?
Answer:
24.5
Step-by-step explanation:
20 + 140-50/20
= 20 + 4.5
=24.5
If I have a shirt that's 15 dollars how do I take 20% off the price
Well, first find out what 20% of $15 is.
20% x $15 = $3
Take that from the original price.
$15-$3=$12
if an airplane consumes 30.25 gallons of fuel in 2.8 hours of flying how many gallons will it consume and 4.3 hours of flying?
Answer:
46.46 gallons
Step-by-step explanation:
we know that
An airplane consumes 30.25 gallons of fuel in 2.8 hours of flying
so
using proportion
Find out how many gallons will it consume in 4.3 hours of flying
[tex]\frac{30.25}{2.8}\ \frac{gal}{h}=\frac{x}{4.3}\ \frac{gal}{h}\\\\x=30.25*(4.3)/2.8\\\\x= 46.46\ gal[/tex]
twinlakes on the shelf of a covenience store lose their fresh tastines over time. we say that the taste quality is 1 when the twinkies are first put on the shelf at the store, and that the quality of tastiness declined according to the function Q(t)=0.85^t. Graph this function on a graphing calculator, and determine when the taste will be half of its original value?
Answer:
The graph is shown below.
The time to make the taste to half is 4.265 s.
Step-by-step explanation:
Given:
Initial value of the taste is, [tex]Q_0=1[/tex]
Therefore, the quality of taste over time 't' is given as:
[tex]Q(t)=Q_0(0.85)^t\\Q(t)=1(0.85)^t[/tex]
Now, when the taste reduces to half, [tex]Q=0.5[/tex]
Therefore,
[tex]0.5=1(0.85)^t[/tex]
Taking natural log on both the sides, we get:
[tex]\ln(0.5)=\ln(0.85)^t\\\ln(0.5)=t\ln(0.85)\\t=\frac{ln(0.5)}{\ln(0.85)}=4.265\ s[/tex]
Therefore, the time to make the taste to half is 4.265 s.
last year, Mr. Petersen's rectangular garden had a width of 5 meters and an area of 20 square meters.
This year, he wants to make the garden three times as long and two times as wide.
a
Solve for the length of last year's garden using the area formula. Then, draw and label the
measurements of this year's garden
Last Year
This Year
20
square
meters
Answer:
Last year: length of 4 meters
This year: width of 10 meters and a length of 12 meters
Step-by-step explanation:
WRITE THE TERM,FILL IN THE BLANK
When we rewrite an expression so that it has no grouping symbols and all of the like terms have been combined, we ___ it.
Example: The process of turning (5x - 6) + 10x into 15x - 6.
The answer you’re looking for is: simplify.
When you rewrite an expression, we are simplifying it. We first use the distributive property through any groupings symbols, then evaluate terms we exponent that are given. Lastly, we combine any like terms, weather they are constants or variables.
Hope this helps! :)
Answer:
It is simplify. It is what you do when like terms are combined in order to get your answer.
Hope this helps!
Use the expression to complete the table.
**Look above for the picture.
Answers:
110
95
80
65
75
Yay
Students were surveyed about their wither break plans.Of the people that stated they were going skiing, 25% did not actually go.How many students actually went skiing?
Answer:
The total number of students actually went for skiing is 0.75 times the total students .
Step-by-step explanation:
Given as :
Some Students were surveyed about their wither break plans.
The percentage of students who actually did not go for skiing = 25 %
So , The percentage of students who actually go for skiing = 100 % of students - 25 %
I.e The percentage of students who actually go for skiing = 75 %
Let The total number of students = x
So, out of x students , The The percentage of students who actually go for skiing = 75 % of the total students
I.e The The percentage of students who actually go for skiing = 75 % of x
Or, The The percentage of students who actually go for skiing = 0.75 × x
So, The number of students for skiing = 0.75 x
Hence The total number of students actually went for skiing is 0.75 times the total students . Answer
Hello, i need help!
5/2 multiplied by what equals 1?
equation: 5/2×?=1
Answer:
[tex]\large\boxed{\dfrac{2}{5}}[/tex]
Step-by-step explanation:
[tex]\text{The product of the number and its reciprocal gives us 1.}\\\text{Reciprocal of }\ \dfrac{5}{2}\ \text{is equal}\ \dfrac{2}{5}.\\\\\dfrac{5}{2}\times\dfrac{2}{5}=\dfrac{5\!\!\!\!\diagup}{2\!\!\!\!\diagup}\times\dfrac{2\!\!\!\!\diagup}{5\!\!\!\!\diagup}=\dfrac{1}{1}\times\dfrac{1}{1}=1\times1=1[/tex]
Carter is a songwriter who collects royalties on his songs whenever they are played in a commercial or a movie. Carter will earn $50 every time one of his songs is played in a commercial and he will earn $130 every time one of his songs is played in a movie. Carter earned a total of $1000 in royalties on 12 commercials and movies. Determine the number of commercials and the number of movies on which Carter's songs were played.
Answer:
Number of songs played in commercial are 7 and Number of songs played in movie are 5.
Step-by-step explanation:
Let Number of songs played in commercial be x
and Number of songs played in movie be y.
Total number of songs played =12
Hence,
[tex]x+y=12\ \ \ \ equation \ 1[/tex]
Also
Cost for songs played in commercial = $50
Cost for songs played in movie = $130
Total Money earned = $1000
Hence,
[tex]\$50x+\$130y=\$1000[/tex]
Dividing by 10 on both side we get;
[tex]\$5x+\$13y=\$100\ \ \ \ equation \ 2[/tex]
Now multiplying equation 1 by 5 we get;
[tex]5x+5y=60 \ \ \ \ equation \ 3[/tex]
Now Subtracting equation 3 from equation 2 we get;
[tex](5x+13y=100)- (5x+5y=60)\\8y=40\\y=\frac{40}{8}=5[/tex]
y = 5
x + y = 12
x + 5 = 12
x = 12 - 5
x = 7
Hence, Number of songs played in commercial are 7 and Number of songs played in movie are 5.
Plato Question!!!!
Type the correct answer in each box.
What is a polar form of (-1, √3 ) is ( _ , _ ) ?
Answer:
(2, 120° )
Step-by-step explanation:
To convert from rectangular to polar form, that is
(x, y) → (r, Θ ), use
r = [tex]\sqrt{x^2+y^2}[/tex]
Θ = [tex]tan^{-1}[/tex]( [tex]\frac{y}{x}[/tex])
here (x, y ) = (- 1, [tex]\sqrt{3}[/tex])
r = [tex]\sqrt{(-1)^2+(\sqrt{3} }[/tex] )^2
= [tex]\sqrt{1+3}[/tex] = [tex]\sqrt{4}[/tex] = 2
Θ = [tex]tan^{-1}[/tex]([tex]\sqrt{3}[/tex]) = 60° ← related acute angle
Note (- 1, [tex]\sqrt{3}[/tex]) is in the second quadrant so Θ must be in the second quadrant.
Θ = 180° - 60° = 120°
(- 1, [tex]\sqrt{3}[/tex]) → (2, 120°)
Answer:
Step-by-step explanation:
Answer:
Step-by-step explanation:
The polar form of a Cartesian coordinates is given by (r, @) where r = √x^2 + y^2
@ = tan^-1 y/x
r = √-1^2 + √3^2
r = √4
r= 2
@ = tan ^-1 √3/-1 -tan √3/1 = -60°
@ = 180-60 = 120°
What is the answer ?
Answer:
353
Step-by-step explanation:
355-42=x-40
I just need to subtract 2 from 355 to get x because I subtracted 2 from 42 to get 40.
355-2=353=x
is (1 2) a solution of 6x-y>3
Answer:This can be checked by the following steps;
Step-by-step explanation:
The pair (1,2) is a solution to the inequality 6x - y > 3 because when these values are substituted into the inequality, the result is 4 > 3, which is a true statement.
Explanation:The question is asking if the pair of numbers (1,2) is a solution to the inequality 6x - y > 3. We can evaluate this by substituting the pair of values (1, 2) into the inequality in place of x and y. This gives us 6*1 - 2 > 3, or 6 - 2 > 3, which simplifies to 4 > 3. Since 4 is indeed greater than 3, we can conclude that the pair (1,2) is a solution to the inequality 6x - y > 3.
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Which of the following could be the first step in solving this problem? 9(12-3)+4
The first step in solving the expression 9(12-3)+4 is to perform the operation within the parentheses, subtracting 3 from 12. This operation adheres to the Order of Operations (PEMDAS) and simplifies the expression for further steps.
Explanation:The first step in solving the problem 9(12-3)+4 involves using the Order of Operations, often remembered by the acronym PEMDAS (Parentheses, Exponents, Multiplication and Division (from left to right), Addition and Subtraction (from left to right)). Here, according to PEMDAS, we start with the operation within the parentheses. So, we subtract 3 from 12, resulting in 9 times 9, plus 4. The operation within the parentheses simplifies the problem and sets the stage for the subsequent multiplication and addition.
After simplifying the operation within the parentheses, we multiply the result by 9 and then add 4 to get the final answer. This step-by-step approach helps in solving the problem accurately.
Step One: Identify the unknown in the problem. In this case, the unknown is the result of the expression 9(12-3)+4.
Step Two: The first step in solving this problem is to simplify the expression inside the parentheses using the order of operations (PEMDAS/BODMAS).
Step Three: Perform the operations within the parentheses first, then multiply the result by 9 and finally add 4. This will give you the solution to the given expression.
A class has 4 boys and 10 girls. What is the ratio in simplest form that compares number of boys to total number of students?
4:14
4:10
2:7
2:5
Answer:
2:7
Step-by-step explanation:
There are 4 boys and 14 total students. That ratio is 4:14, and to find the simplest form you divide both numbers by the greatest common factor, which is 2. That leaves you with 2:7, the final answer.
Answer: simple just put boys=4ovrwhole class =14 put it in fraction 4/14 simplify you get 2/7
Step-by-step explanation:
So how am I supposed to get my.anwsers
You can look them up on here or other apps/websites.
could someone help with this inequality?
20≥−3.2(c−4.3)
thanks >o
The solution of inequality would be -
c ≥ 1.95
What is an inequality?In mathematics, an inequality is a relation which makes a non-equal comparison between two numbers or other mathematical expressions. There are two types of inequalities namely strict and slack inequalities.
We have the following inequality -
20 ≥ −3.2(c − 4.3)
It is given that -
20 ≥ −3.2(c − 4.3)
−3.2(c − 4.3) ≤ 20
-3.2c + 13.76 ≤ 20
-3.2c ≤ 20 - 13.76
-3.2c ≤ 6.24
c ≥ 1.95
Therefore, the solution of inequality would be -
c ≥ 1.95
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24.5 written in scientific notation
Answer:24.5
=
2.45
×
10
=
2.45
×
10
1
⇒
24.5
×
10
−
5
=
2.45
×
10
1
×
10
−
5
=
2.45
×
10
−
4
Step-by-step explanation:
Answer:
[tex]2.45*10^1[/tex]
Step-by-step explanation:
You move the decimal point of a number until the new form is a number from 1 up to 10 (N), and then record the exponent (a) as the number of places the decimal point was moved. Whether the power of 10 is positive or negative depends on whether you move the decimal to the right or to the left. Moving the decimal to the right makes the exponent negative; moving it to the left gives you a positive exponent.
The quadrilateral shown is a rhombus. If AB = 17 and AE = 8, what is the measure of BE
Answer:
[tex]BE=15\ units[/tex]
Step-by-step explanation:
we know that
In a rhombus the diagonals are perpendicular
so
The triangle ABE is a right triangle
see the attached figure to better understand the problem
Applying the Pythagoras Theorem to the right triangle ABE
[tex]AB^2=AE^2+BE^2[/tex]
where
AB is the hypotenuse of the right triangle (greater side)
AE and BE are the legs of the right triangle
we have
[tex]AB=17\ units\\AE=8\ units[/tex]
substitute
[tex]17^2=8^2+BE^2[/tex]
solve for BE
[tex]289=64+BE^2[/tex]
[tex]BE^2=289-64[/tex]
[tex]BE^2=225[/tex]
[tex]BE=15\ units[/tex]
Answer:
C) 16
Step-by-step explanation: