Answer:
7:24pm
Step-by-step explanation:
At 50 mph, it will take 195/50 = 3.9 hours to reach London
3.9 hours = 3 .9 * 60 = 3 hours and 54 minutes(54 = 0.9 * 60 )
3:30 + 3:34 ==> 7:24
(one way to do this is to add up the hours and minutes separately so we get 6:84) Since 84 minutes = 1 hour and 24 minutes, just add 1:24 to 6 to get 7:24
Another way to do this is to see that if the distance was 200 miles, then it would take exactly 4 hours (200/50) to reach at 7:30pm But it is short by 5 miles. At the speed of 50mph, the time taken to travel 5 miles = 60/50 * 5 = 6 minutes so deduct 6 minutes from 7:30pm to get 7:24pm
If the train is slower average speed, then the arrival time is delayed beyond 7:24pm
What are the slope and the y-intercept of the linear function that is represented by the graph?
The slope is Two-thirds, and the y-intercept is –2.
The slope is Two-thirds, and the y-intercept is 3.
The slope is Three-halves, and the y-intercept is –2.
The slope is Three-halves, and the y-intercept is 3.
The slope and the y-intercept of the linear function represented by the graph is given as follows:
The slope is two-thirds, and the y-intercept is –2.
What is a linear function?A linear function is modeled by:
y = mx + b
In which:
m is the slope, which is the rate of change, that is, by how much y changes when x changes by 1.b is the y-intercept, which is the value of y when x = 0, and can also be interpreted as the initial value of the function.Looking at the graph, when x = 0, y = -2, hence the y-intercept is of -2. The slope is given by change in y divided by change in x, hence considering that the graph also goes through (3,0), it is given by:
[tex]m = \frac{0 - (-2)}{3 - 0} = \frac{2}{3}[/tex]
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What is the missing reason in the proof?
given
transitive property
alternate interior angles theorem
converse alternate interior angles theorem
Suzy invests $2,600 in an account that earns 2.3% annual interest, compounded continuously. What is the value of the account after 10 years? Round to the nearest dollar
Answer:
$3,272
Step-by-step explanation:
Continuous Compounding Formula
[tex]\large \text{$ \sf A=Pe^{rt} $}[/tex]
where:
A = Final amountP = Principal amounte = Euler's number (constant)r = annual interest rate (in decimal form)t = time (in years)Given:
P = $2,600r = 2.3% = 0.023t = 10 yearsSubstitute the given values into the formula and solve for A:
[tex]\sf \implies A=2600e^{(0.023 \times 10)}[/tex]
[tex]\sf \implies A=2600e^{0.23}[/tex]
[tex]\implies \sf A=3272.360026...[/tex]
Therefore, the value of the account after 10 years is $3,272 to the nearest dollar.
Missing angles/math please help guys
Answer:
Step-by-step explanation:
Find mZE to the nearest degree.
37
53
10
24
Answer:
10
Step-by-step explanation:
If teens have about 80h a month of leisure time, how much time would they spend each activity a month?
Answer:
depends on how many actives there are and maybe on if they preferred one over another it would get more time
Step-by-step explanation:
PLEASE HELP - image attachment below, thanks! :)
What is the product of 4 and 5g + 2.34?
The product of 4 and 5g + 2.34 is 20g + 9.36
How to determine the product?The expressions are given as:
4 and 5g + 2.34
As a product expression, we have:
4 * (5g + 2.34)
Evaluate the product
20g + 9.36
Hence, the product of 4 and 5g + 2.34 is 20g + 9.36
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PLease help due today! I will give brainliest!!
Select the correct answer.
Simplify the expression.
[tex][tex]\sqrt[5]{224x^{11}yx^{8} }[/tex][/tex]
Mandy used the input and output in this table to write ratios. She concluded that because they are not all equivalent, this is not a proportional relationship. Is she correct? Explain.
A 2-column table with 4 rows. Column 1 is labeled x with entries 1, 2, 5, 10. Column 2 is labeled y with entries 5, 10, 25, 50.
StartFraction 5 over 1 EndFraction = StartFraction 10 over 2 EndFraction = StartFraction 25 over 5 EndFraction = StartFraction 10 over 50
Answer:
The conclusion derived by Mandy is incorrect.
Step-by-step explanation:
Proportional relationships are relationships between two variables where their ratios are equivalent. Another way to think about them is that, in a proportional relationship, one variable is always a constant value time the other. That constant is known as the "constant of proportionality".
To determine if the input and output are proportional, we simply divide the output (y) by the corresponding input (x).
i.e. Ratio[tex]=\frac{y}{x}[/tex]
So, we have:
[tex]Ratio=\frac{5}{1}=5[/tex]
[tex]Ratio=\frac{10}{2}=5\\ Ratio =\frac{25}{5}=5\\ Ratio=\frac{50}{10} =5[/tex]
For the four input and output data, the ratios are equal. This means that the relationship is proportional.
Hence, Mandy's conclusion is incorrect.
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ratios are equal, so its proportionate Mandy's conclusion is incorrect.
PLEASE HELP ASAP
:) thank you
Answer:
(16, 0) should be right.
Step-by-step explanation:
Well, I used to do the math, but after using Acellus a while, I found Symbolab.
It's suuuper handy with Algebra. I highly recommend.
How I found this intercept was enter:
intercept -2x+8y=-32
and bam it lists you all intercepts!
If ABCD is dilated by a factor of, the
coordinate of A' would be:
C
3
2
1
B
-4 -3 -2 -10
3 4 5 6 7
8 9 10 11
-1
-2
3
A
D
A' = ([?], [ ])
T
ת
2
Answer:
(-1, -1)
Step-by-step explanation:
Assuming the dilation is centered at the origin, we can multiply each of the coordinates by the scale factor.
This gives A'(-1, -1)
What is value of x? Enter your answer in the box.
Answer:
x = 10
Step-by-step explanation:
the ray is an angle bisector and divides the opposite side into segments that are proportional to the other 2 sides , that is
[tex]\frac{x+4}{2x +1}[/tex] = [tex]\frac{8}{12}[/tex] = [tex]\frac{2}{3}[/tex] ( cross- multiply )
2(2x + 1) = 3(x + 4) ← distribute parenthesis
4x + 2 = 3x + 12 ( subtract 3x from both sides )
x + 2 = 12 ( subtract 2 from both sides )
x = 10
its math help me out
Answer:
each one is double the one before it so in year 5...
3912*2=7824
Hope This Helps!!!
Answer:
7824
Step-by-step explanation:
which expression is in simplest form?
Answer:
A.
Step-by-step explanation:
let me know if you want an explanation :))
Two students created a list of steps for the following construction. Which student has steps in the correct order, and which does not? Explain.
The steps of student B are in the correct order but the steps of student A are in the incorrect order.
What is a perpendicular and parallel line?Lines that intersect at a right angle are named perpendicular lines. Lines that are always the same distance apart from each other are known as parallel lines and the lines that never intersect are known as parallel lines.
We have:
You are given AB and point C. Construct a line parallel to AB that passes through point C
The correct way to draw a parallel line to AB that passes through point C is:
1. Draw a line that intersects points B and C.2. Place the compass on point B, and swing an arc that crosses line AB and line BC. Label the points D and E.3. Keep the compass at the same width, and place it on point C.4. Swing an arc that crosses line BC, and label the point F.5. Open the compass to the width between points D and E.6. Keeping the compass at the same width, place it on point F.7. Swing an arc that intersects the arc created from line BC at point C.8. Mark the intersection of the two arcs as point G.9. Draw a line through point C and point G.The steps of student B are in the correct order but the steps of student A are in the incorrect order.
Thus, the steps of student B are in the correct order but the steps of student A are in the incorrect order.
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f(x)=23x−1 and g(x)=−4x+6.
What transformation occurs from function f to function g?
a horizontal stretch by a factor of −6
a horizontal translation 6 units left
a vertical translation 6 units down
a horizontal compression by a factor of −6
The transformation occurs from function g is a vertical translation 6 units down.
What is Transformation?A function f, usually with some geometrical underpinning, that maps a set X to itself, i.e. f : X → X.
Given:
g(x) = 4x + 6
g(x) = 0
4x + 6=0
x= -6/4
Now,
f(-6/4) = 2 - 1
=-1
By seeing g(x), we can say that function g is a vertical translation 6 units down.
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what graph represents viable values for y = 2x, where x is the number of pounds of rice scooped and purchased from a bulk bin at the grocery store and y is the total cost of the rice?
A graph is a way to represent a lot of data in such a visual format. The graph for the given situation can be drawn as shown below.
What is a graph?A graph is a way to represent a lot of data in such a visual format that it is easy for the user to understand the complete information in one go. Usually, the line of the graph is a function that follows the graph.
The graph for the given situation can be drawn as shown below, where the x-axis represents the number of pounds of rice scooped and purchased from a bulk bin at the grocery store and the y-axis represents the total cost of the rice.
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solve the following equation in terms of x.
20x - 3y = z
Answer:
(3y+z)/20
Step-by-step explanation:
Begin by moving 3y to the right side of your equation:
20x=3y+z
Then divide both sides by 20 isolating x on one side of your equation:
x=(3y+z)/20
The required solution of the following equation 20x - 3y = z is
x=(3y+z)/20
What is equation?
An equation is a mathematical statement that is made up of two expressions connected by an equal sign. Equation, statement of equality between two expressions consisting of variables and/or numbers.
Given:
The following equation is
20x - 3y = z
According to given question we have
The equation is
20x - 3y = z
By simplifying we have to solve in terms of x
By move 3y to the right side of your equation:
20x=3y+z
Then divide both sides by 20 isolating x on one side of your equation:
x=(3y+z)/20
Therefore, the required solution of the following equation 20x - 3y = z is
x=(3y+z)/20
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Prove that for all integers n ≥ 3, n+1P3 −n P3 = 3 · n P2
The permutation equation [tex]^{n+1}P_3 - ^nP_3= 3 * ^nP_2[/tex] is true for all integers n ≥ 3
How to prove the equation?We have:
[tex]^{n+1}P_3 - ^nP_3= 3 * ^nP_2[/tex]
Apply the following permutation formula
[tex]^{n}P_r = \frac{n!}{(n- r)!}[/tex]
So, we have:
[tex]\frac{(n + 1)!}{(n + 1 - 3)!} - \frac{n!}{(n - 3)!} = 3 * \frac{n!}{(n - 2)!}[/tex]
Evaluate the difference
[tex]\frac{(n + 1)!}{(n - 2)!} - \frac{n!}{(n - 3)!} = 3 * \frac{n!}{(n - 2)!}[/tex]
Expand
[tex]\frac{(n + 1)!}{(n - 2)(n - 3)!} - \frac{n!}{(n - 3)!} = 3 * \frac{n!}{(n - 2)(n - 3)!}[/tex]
Multiply through by (n - 3)!
[tex]\frac{(n + 1)!}{(n - 2)} - n! = 3 * \frac{n!}{(n - 2)}[/tex]
Expand
[tex]\frac{(n + 1) * n!}{(n - 2)} - n! = 3 * \frac{n!}{(n - 2)}[/tex]
Divide through by n!
[tex]\frac{(n + 1)}{(n - 2)} - 1 = \frac{3}{(n - 2)}[/tex]
Take the LCM
[tex]\frac{n + 1 - n + 2}{(n - 2)} = \frac{3}{(n - 2)}[/tex]
Evaluate the like terms
[tex]\frac{3}{(n - 2)} = \frac{3}{(n - 2)}[/tex]
Both sides of the equations are the same.
Hence, the permutation equation [tex]^{n+1}P_3 - ^nP_3= 3 * ^nP_2[/tex] is true for all integers n ≥ 3
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Find the least common denominator for these
two rational expressions.
-4
-1
4y²
Enter the correct answer.
Answer:
4y^2
Step-by-step explanation:
least common denominator is 4y^2
A variation on Momentary Time Sampling that involves counting the number of students in a classroom engaged in a target behavior at the designated time in the interval is known as
A variation on Momentary Time Sampling that involves counting the number of students in a classroom engaged in a target behaviour at the designated time in the interval is known as Planned Activity Check ( PLACHECK)
What is Momentary Time Sampling ?Momentary Time Sampling is a method of recording a student's behaviour ,
It helps in understanding clearly the regularity of a student.
This method is used when the behaviour cannot be easily counted or it is difficult for the teacher to focus to get the exact duration in which the student showed severity to the work.
In easy words , a timer is set and from the start to the end of the timer , it is observed whether the required goal is achieved or not and what is the frequency at which that task is being done in the time interval.
Planned Activity Check ( PLACHECK) is when Momentary Time Sampling is done with the group , It provides the measure of a group behaviour.
Therefore ,
A variation on Momentary Time Sampling that involves counting the number of students in a classroom engaged in a target behavior at the designated time in the interval is known as Planned Activity Check ( PLACHECK)
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Please help 2 sorry for last one it didnt go through
Answer:
No, it's not.
Line q and m are cut by transversal lines j and k. The line and the measures of some of the angles created by the intersections of the lines are shown in the diagram below. What is the measure, in degrees, of angle 1?
Answer:
70
Step-by-step explanation:
180 minus 110 is 70
straight lines are 180 degrees
Light travels at 300,000 km/s, how long would it take to travel from the sun which is 148800000 km away
Answer:
496 seconds
Step-by-step explanation:
148800000 ÷ 300000 = 496
Which expression is equivalent to
(3²)
Answer:
3 + 6 = 92 + 1 + 4 + 2 = 918 : 2 = 93 + 3 + 3 = 9Step-by-step explanation:
Which expression is equivalent to
(3²)
3² = 9
3 + 6 = 92 + 1 + 4 + 2 = 918 : 2 = 93 + 3 + 3 = 9A triangle with vertices at A (0, 0) B (0, 4) and C( 5, 9) is dlated to yeld a triangle with vertices at A(0, 0) , B(0, 10) and C (15, 0) The origins the center of dilation. What is the scale factor of the dilation?
A 1.5
B 2
C 2.5
D 3
prove that Cos4x=8Cosx -8Cosx
The equation a^-4= is equal to what?
Answer:
a⁻⁴ = 1/a⁴
Step-by-step explanation:
1/a⁴
Use the expression 8a+16c
What is the value of the expression when a = –5 and c = –1?
Answer:
i think its 8(a+2c)
Step-by-step explanation:
The GCF or greatest common factor of 8 and 16 is 8.
8a+16c
8(a+2c)
Therefore the answer is 8(a+2c)