vector works the same number of hours every week he worked a total of 532.5 and hours in the last 15 weeks. how many hrs did he work in one week

Answer:

Image IV

Step-by-step explanation:

We are given that

Heart 1 is translated 3 units down to heart 2.

We have to find the image which shows this transformation.

The translation rule when a figure is shift 3 units down is given by

[tex](x,y)\rightarrow (x,y-3)[/tex]

The coordinates of a point lie on heart are (-2.5,3)

After translation 3 units, the coordinates of corresponding point which lie on the heart

[tex](-2.5,3)\rightarrow (-2.5,0)[/tex]

Therefore,the heart shift from II quadrant to III quadrant.

Image I is not true because the heart 1 shift to heart 2 in  quadrant III not in IV quadrant.

In image II ,the corresponding point of the point (-2.5,3) is (-2.5,-3).

Image II is not true because the corresponding  point is (-2.5 ,0) not (-2.5,-3).

Image III is not true because heart 2 should be in quadrant III not in quadrant I after translation 3 units down of heart 1.

Image IV is true because the corresponding point of the point (-2,5,3) is (-2.5,0) and heart 2 lies in quadrant III.

Answer:

just did test, answer is 61 gallons

Step-by-step explanation:

Answer: The correct option is B.

Explanation:

The given expression is,

[tex]\sqrt[4]{9^{\frac{1}{2}}}x[/tex]

Use the property of radical expression [tex]\sqrt[n]{x} =x^{\frac{1}{n} }[/tex].

[tex]\sqrt[4]{9^{\frac{1}{2}}}x=(9^{\frac{1}{2})^{\frac{1}{4}}}x[/tex]

Use the property, [tex](x^m)^n=x^{mn}[/tex]

[tex]\sqrt[4]{9^{\frac{1}{2}}}x=9^{\frac{1}{2\times 4}x[/tex]

[tex]\sqrt[4]{9^{\frac{1}{2}}}x=9^{\frac{1}{8}x[/tex]

Therefore, the correct option is B.

The snail traveled 31,464 inches.

To convert the distance traveled by the snail from miles to inches, we need to convert miles to feet and then feet to inches. We know that there are 2,280 feet in a mile. So, the snail travels 1.15 miles x 2,280 feet/mile = 2,622 feet. Next, we know that there are 12 inches in a foot. So, the snail travels 2,622 feet x 12 inches/foot = 31,464 inches.

The question mixes physical and geometric concepts without a clear relationship or sufficient details to calculate the length of KN in the trapezoid KLMN, making it difficult to provide a step-by-step solution.

The question appears to involve various mathematical and physical concepts, most notably relating to trapezoid geometry and principles of force and motion. However, the specific information provided does not directly lead to a clear method for finding the value of KN in a trapezoid given the other conditions mentioned. It mixes principles from physics, particularly force equations, with geometric properties of trapezoids without presenting a typical geometry problem's clear setup or goal.

Normally, to solve for the length of a side in a trapezoid like KN, one would use properties of trapezoids (e.g., parallel sides, angle properties, or potentially the Pythagorean theorem if right angles are involved). However, the information given mixes unrelated physical equations (such as the force equation F = ma and friction models) with geometric figures without presenting a coherent relation between them.

Without additional specific geometric information or a clearer connection between these physical principles and the geometry of trapezoid KLMN, providing a step-by-step solution for finding KN is not feasible. It is advisable to request more specific details or clarification on how these concepts are supposed to interact within the context of the problem.

First, find the volume. For a square polyhedron, the formula for the volume is the following:

Volume=length×width×height

Hope this helps.

First, find the volume of the pool. For a rectangular prism, the formula for the volume is the following:

Volume=length×width×height

divide the total volume by 5 to find how long it will take for the pool to fill.

Havce a nice day

Answer:

51/100

Step-by-step explanation:

This problem is a system of linear equations. The first equation represents the total number of files (pictures and songs) downloaded: p + s = 16. The second equation represents the total size of the downloads in terms of pictures and songs: 650p + 2200s = 18150.

This problem is an example of a system of linear equations. In this scenario, we have two types of files - pictures, represented by 'p', and songs, represented by 's'. The cost in megabytes for each is also provided. We can take these details and construct two equations:

Equation 1: The total numbers of pictures and songs downloaded: p + s = 16.
Equation 2: The total size of the downloads: 650p + 2200s = 18150.

You can solve these equations by substitution or elimination method to find the actual numbers of pictures and songs that were downloaded.

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The slope of a line parallel to the line with the equation 3x - 4y = 8 is 3/4, which is option C.

To find the slope of a line parallel to the given line, first, we need to write the equation of the given line in slope-intercept form, which is y = mx + b, where m is the slope, and b is the y-intercept. Starting with the equation 3x - 4y = 8, we rearrange it to solve for y:

3x - 4y = 8
-4y = -3x + 8
y = (3/4)x - 2

The slope of the original line is therefore 3/4. Lines that are parallel to each other have the same slope. Therefore, the slope of a line parallel to the given line is also 3/4, which is option C.

The unit rate is calculated by dividing the total quantity by the given time unit. For Mitch who ate 45 hot dogs in 3 minutes, his unit rate was 15 hot dogs per minute.

Unit rate is the ratio of a quantity to one, such as miles per hour or cost per item. To find Mitch's unit rate of hot dogs eaten per minute, we divide the total number of hot dogs by the time taken. In this case, Mitch ate 45 hot dogs in 3 minutes, so his unit rate is 45 hot dogs / 3 minutes = 15 hot dogs per minute.

The expression 15x - 6 is already in its simplest form and cannot be simplified further without additional information or context.

The student is asking for an expression that is equal to 15x - 6. In mathematics, we often look for ways to simplify or manipulate expressions to find equivalents. However, the given expression 15x - 6 is already in its simplest form and cannot be simplified further without additional context or constraints. Sometimes in algebra, we expand, factor, or use algebraic rules to rewrite expressions, but without more information, 15x - 6 stands as it is. It's important to ensure that we understand the context in which an expression is used, as this could influence how it may be manipulated or simplified.

Answer:

Step-by-step explanation:

Given the inequality

3x —7y <—21

Make y subject of formulae to know the slope and intercept on y axis

—7y < —3x — 21

Divide through by -7, note the inequalities sign will change since we are dividing with a negative

Then,

y > 3x/7 + 3

Then, the intercept is 3 and the slope is 3/7 when compared to equation of a line y = mx + c

We know that

y is greater than 3x/7 + 3, so the upper part should be shaded since y is greater than 3x/7 + 3

Then, option B and C are wrong since the below is shaded

Let find the intercept on the x axis to know the answer between A and B

I.e. when y = 0

3x —7y <—21

3x < —21

x < -7, then, line should pass through the negative of x and not positive x

So, the first option (A) is correct

Given that angles X and Y are parallel, and that angle X measures 150 degrees, angle Y would also measure 150 degrees, as corresponding angles are equal in measure when lines are parallel.

The subject in the question is Mathematics. Specifically it involves the topic of geometry, and concepts of parallel lines and angles. Given angles X and Y are parallel and the measure of angle X is 150 degrees, the measure of angle Y, by properties of parallel lines, would also be 150 degrees, as corresponding angles are equal.

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