5 Bill hits a hockey puck on a frozen pond.
He records the distance the puck travels
over time. Use any method to explain
whether the distance the puck travels per
second is constant.

Answer:

theres three possible answers, they either QUACK, HONK, or hum

Step-by-step explanation:

In the sample compound interest rate tables presented in your reading material, the first column on the left-hand side of each table shows you the number of periods. Option C

When interest is computed, it is done so on the initial principal as well as all of the accrued interest from prior periods.

The ability of compound interest is defined as producing "interest on interest."

Any frequency schedule, including continuous, daily, and yearly, can be used to compound interest.

Money increases more quickly when compounded.

Formula is given as :
[tex]A = P(1 + \frac{r}{n})^n^t[/tex]

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Answer:

Step-by-step explanation:

If there are 12 cookies in a package and you want to buy 4 packages, you will need a total of 12 x 4 = 48 cookies.

If you have a dozen eggs and you want to make 4 omelets, you will need a total of 12 x 4 = 48 eggs.

If you have 12 pieces of fruit and you want to make 4 fruit salads, you will need a total of 12 x 4 = 48 pieces of fruit.

In the right triangle ABC with altitude BD on hypotenuse AC, the length of AC is 40.

A triangle is a polygon since it has three sides and three vertices. It is one of the basic geometric forms. The name given to a triangle with the vertices A, B, and C is Triangle ABC. A unique plane and triangle in Euclidean geometry are discovered when the three points are not collinear. Three sides and three corners define a triangle as a polygon. The triangle's corners are defined as the locations where the three sides converge. Triangle angles add up to 180 degrees when combined together.

given

Use similar triangles,

BAC and DAB are similar

therefore

CA/AB = BA/AD

CA/20 = 20/10

cross multiply

AC = CA = 20*20/10 = 40

Or use metric relations

CA*AD = BA^2

CA = BA^2/AD = 20^2/10 = 40

In the right triangle ABC with altitude BD on hypotenuse AC, the length of AC is 40.

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Answer:

The answer is 6.25%

Step-by-step explanation:

So,

(61 ÷ 976) × 100%

0.0625 × 100% = 6.25%

Thus, 6.25% of potatoes are rotten.

Step-by-step explanation:

% of potatoes rotten = 61/976 × 100

=> 6100/976

=> 6.25%

The product of the given numbers can be represented in a scientific notation form as = 6418 × 10^19 (approximately)

Multiplication can be defined as the repeated addition of a given value with the purpose of arriving to an expected value.

The multiplication of two given numbers is the same thing as the products of the given number and it's represented by the sign (X)

The product of 6,789,694,976 x 9,452,569,132 = 6418 × 10^19

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Answer:

first option

Step-by-step explanation:

y = 3 is a horizontal line parallel to the x- axis and passing through all points with a y- coordinate of 3

x + y = 4 ← is the equation of a straight line

find the x and y- intercepts

to find the y- intercept let x = 0 in the equation and solve for y

0 + y = 4 , that is

y = 4 ⇒ (0, 4 ) is a point on line

to find the x- intercept let y = 0 in the equation and solve for x

x + 0 = 4 , that is

x = 4 ⇒ (4, 0 ) is a point on the line

the graph representing the system is

a horizontal line y = 3 and another line passing through (0, 4 ) and (4, 0 )

The elevation at which the race ends is given by the equation A = 195 feet

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the elevation at which the race ends be A

Now , the equation will be

The bike road race starts at an elevation of 500 feet

So , the initial elevation = 500 feet

The number of stages = 5 stages

The elevation at first stage = -139 feet

The elevation at second stage = -63 feet

The elevation at third stage = 197 feet

The elevation at fourth stage = 27 feet

The elevation at fifth stage = -327feet

So , the total elevation of all the stages during the bike race = initial elevation + elevation at first stage + elevation at second stage + elevation at third stage + elevation at fourth stage + elevation at fifth stage

Substituting the values in the equation , we get

The total elevation of all the stages during the bike race = elevation at which the race ends A

So ,

Elevation at which the race ends A = 500 + (-139) + (-63) + (197) + (27) + (-327)

On simplifying the equation , we get

Elevation at which the race ends A = 500 - 305

Elevation at which the race ends A = 195 feet

Therefore , the value of A is 195 feet

Hence , the race ends at an elevation of 195 feet

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Answer:

Here

Step-by-step explanation:

Step by step solution:

Fractions with the same denominators can be added together by simply adding the numerators while retaining the common denominator.

The numerators should be added together while maintaining a common denominator. Add fractions with the same denominators by following the methods shown below:

Given:

=2/4 + 1/4

=(2+1)/4

=3/4

Therefore, 2/4 + 1/4=3/4 and not 3/8

Note:

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Answer:

Step-by-step explanation:

Given L is the line through A(1, 2, -1) and B(5, -3, 4), you want its direction vector, a parameterization of L, 2 points on L that are 2 units from A, and a unit speed parametrization of L.

A direction vector for L will be the vector AB.

  [tex]\overrightarrow{AB}=B-A=(5,-3,4)-(1,2,-1)\\\\\boxed{\overrightarrow{AB}=(4, -5,5)}[/tex]

The parameterized equation will be ...

  [tex]L=A+t\cdot\overrightarrow{AB}\\\\\boxed{L=(1+4t,2-5t,-1+5t)}[/tex]

The direction vector has length √66, so we can find two points on L that are 2 units from A by using t = ±2/√66 in the parameterized equation.

Here, they are:

  P1 = L(2/√66) = (1 +8/√66, 2 -10/√66, -1 +10/√66)

  P2 = L(-2/√66) = (1 -8/√66, 2 +10/√66, -1 -10/√66)

In the Answer section above, these are written with rationalized denominators.

The unit speed parametrization uses the unit direction vector instead of the unnormalized direction vector in the parameterized equation. Effectively, t is scaled by a factor of 1/√66.

  L = (1 +4t/√66, 2 -5t/√66, -1 +5t/√66)

In the Answer section above, this is written with rationalized denominators.

You might notice here that it is easier to answer part 3 if you have this equation. You need only substitute t=±2 to get the points 2 units from A.

By altering schedules without giving adequate notice, terminating employees without giving adequate notice, and making false claims about its products, company x is not adhering to best practises.

These include bar codes, ISBNs, ASCII codes, postal codes, and bank account numbers; many of these contemporary codes use a checking mechanism, also known as a check digit. The ISBN system, now used uniformly on all new books, is one illustration of this.

Adopting sensible company procedures and policies with reference to apparently contentious issues is referred to as practicing business ethics. Corporate governance, market manipulation, bribery, racism, social duty, and fiduciary responsibilities are a few of the topics that come up in an ethical discussion.

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Answer:

The first one is right...

Step-by-step explanation:

Answer:

She spent 37.05

Step-by-step explanation:

multiply both values

Answer:

  1400

Step-by-step explanation:

You want to know the number of customers in April if the number in May was 10% lower. That number was 140 fewer.

The problem statement is telling us ...

  April - (10% × April) = April - 140

  10% × April = 140 . . . . . . . . subtract April, multiply by -1

  April = 140/10% = 1400 . . . . divide by 10%

The number of customer visits in April was 1400.

__

Additional comment

The 1400 customers in April fell by 140 to 1260 in may. That's 10% fewer than in April.

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The value of s that makes the inequality true is 6

An inequality can simply be defined as a mathematical relation that makes a non-equal comparison between two variables, numbers, ratios or other mathematical expressions.

It is used in comparing two numbers on the number line on the basis of their size.

The inequality signs are;

From the expression given, we have;

7s < 42

Make 's' the subject by dividing both sides by 7, we have;

s > 42/7

s> 6

Hence, the value is greater than 6

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Answer:

2 2/4 or 2 1/2

Step-by-step explanation:

3-1=2

3/4-1/4=2/4

2/4=1/2

Answer:

Let the total number of people in the group=x

So total number of men =3x/8

Hence total number of women=5x/8

No. of men having brown eyes=2/3*3x/8=x/4

Total no. of people having brown eyes=3x/4

No.of women having brown eyes

=3x/4 -x/4=2x/4=x/2

No. of women who don't have brown eyes= 5x/8-x/2 = x/8

So the fraction is x/8x= 1/8

Step-by-step explanation:

Answer: 28 children

A ratio has two or more numbers that symbolize relation to each other. Ratios are used to compare the numbers, and you can compare them using division.

First, we would need to figure out the total number of students. To do this, we can divide 84 by 3, then add that to the total.

84 ÷ 3 = 28

28 + 84 = 112

This means that there are 112 students in the classroom.

If 3/4 of the children in the school have blue eyes, we know that 1/4 of the children will have brown eyes. We can convert 1/4 into a decimal, or into a percentage, to get the number of children with brown eyes.

1/4 = 0.25 = 25%

To figure out how much 25% of 112 is, we can simply multiply 112 by 0.25.

112 × 0.25 = 28

So, this means that there are 28 children with blue eyes in the school.

On solving the provided question, we can say that - here in the slope intercept [tex]2y / 2 = -4x /2 + 24 / 2 = > y = -2x + 12\\[/tex]

The point on the y-axis where the slope of the line passes is known as the intersection point in mathematics. the location on a line or curve where the y-axis crosses that point. This is demonstrated by putting y = mx+c as the equation for the straight line, where m denotes the slope and c the y-intercept. In the intercept form of the equation, the slope (m) and y-intercept (b) of the line are highlighted. The slope is m, and the y-intercept is b for equations in the intercept form (y=mx+b). Additionally, certain equations may be recast to seem like slope intercepts. For instance, if y=x is rewritten as y=1x+0, the slope becomes 1 and the y-intercept becomes 0.

y = mx + c

m = slope, c = y-intercept

[tex]4x + 2y = 24\\2y = -4x + 24\\2y / 2 = -4x /2 + 24 / 2\\y = -2x + 12\\[/tex]

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Answer:

1

Step-by-step explanation:

1/1260 = 0.00079365079

0.00079365079 * 1260 = 1

Answer:

Based on the given equation, the function g is an exponential function with base 2. The y-intercept of the function g is at (0, 4).

The graph of function f is not described, so it is not possible to accurately compare the two functions. In order to accurately compare the two functions, it would be helpful to have more information about the graph of function f, such as the vertex and any other points that the graph passes through.

0.36d³ - 4.31d² - 2.5d - 2 = 0 is the function and the graph of the function is given below -

function is a mathematical phrase, rule, or law that establishes the connection between an independent variable and a dependent variable (the dependent variable).

y = x² is an illustration of this. Any input for x yields a single output for y. Because x represents the input value, one can state that y is a function of x.

To determine the number of days after the game's release that was played by the same number of students for the two functions S^1(d) and S^2(d).

Here, the functions each model the number of students S.

played an online video game d days.

We need to set the two functions equal to each other and solve for d.

S^1(d) = S^2(d)

or,  0.45d³ - 3d² + 4.75d + 16  = 0.09d³ - 1.31d² + 7.25d + 18

Subtracting 0.09d³ - 1.31d² + 7.25d + 18 from both sides we get:

or, 0.36d³ - 4.31d² - 2.5d - 2 = 0

So, the graph becomes:

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The accumulated amount in the savings account on 21 November 2020 will be $426.63.

Simple interest is the concept that is used in many companies such as banking, finance, automobile, and so on.

The formula for interest is written as,

I = (PRT)/100

Where P is the principal, R is the rate of interest, and T is the time.

On 4 January 2020, Thabo deposited $7,800 into a savings account. The simple interest rate agreed upon was 6.2% per annum.

The number of days from 4 Jan 2020 to 21 Nov 2020 will be given as,

Total days = 28 + 28 + 31 + 30 + 31 + 30 + 31 + 31 + 30 + 31 + 21

Total days = 322

The accumulated amount in the savings account on 21 November 2020 will be given as,

I = [$7,800 x 6.2 x (322 / 365)] / 100

I = $426.63

The accumulated amount in the savings account on 21 November 2020 will be $426.63.

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Therefore, the result of the above linear equation problem's solution is hence The lines do not intersect, hence there are no solutions and an inconsistent system.

In algebra, a linear equation is one that of the form y=mx+b. The slope is B, and the y-intercept is m. Since y and x are variables, the previous sentence is frequently referred to as a "linear equation with two variables." Bivariate linear equations are linear equations with two variables. Linear equations can be found in many places, including 2x - 3 = 0, 2y = 8, m + 1 = 0, x/2 = 3, x + y = 2, and 3x - y + z = 3. When an equation has the structure y=mx+b, where m denotes the slope and b the y-intercept, it is referred to as being linear.

Here,

The lines in this system have the same slope even though the values of b vary.

This indicates the parallel lines.

The lines do not intersect, hence there are no solutions and an inconsistent system.

Since the lines are different, the equations are independent.

The result of the above graph problem's solution is hence The lines do not intersect, hence there are no solutions and an inconsistent system.

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Answer: The slope for this line is not defined.

Step-by-step explanation: We can find the slope of a line using the formula m = y2 -y1/x2 - x1

here, (x1,y1) = (-7,4)

and, (x2,y2) = (-7,-8)

now, m= -8-4/-7+7

        m = -12/0

        So, the slope for this line is not defined as we are getting zero in the denominator.

When Nancy wanted to find the volume of a cuboid, the volume is 352cm³.

Word problem simply refers to a question that is written as a sentence or in some cases more than one sentence which requires an individual to use his or her mathematics knowledge to solve the real life scenario given.

Since Nancy wanted to find the volume of a cubiod she measured the length of the cubiod as 11 cm and width as 8cm and the height as 4cm.

The volume will be:

= Length × Width × Height

= 11cm × 8cm × 4cm

= 352cm³

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Complete question

Nancy wanted to find the volume of a cubiod she measured the length of the cubiod as 11 cm and width as 8cm and the height as 4cm. Find the. volume

Step-by-step explanation:

a probability is always

desired cases / totally possible cases.

now in our case the totally possible area is the area of the triangle XYZ (when D = Z).

the desired case is the area of 20 (which contains also the possibilities of smaller areas).

so, the probability is 20/area.

now, let's find the area of XYZ :

Pythagoras tells us the length of the Hypotenuse :

XZ² = XY² + YZ² = 12² + 6² = 144 + 36 = 180

XZ = sqrt(180)

the area based on all 3 sides we get via Heron's formula

s = (a+b+c)/2

A = sqrt(s(s-a)(s-b)(s-c))

s = (12+6+sqrt(180))/2 = 9 + sqrt(180/4) = 9 + sqrt(45)

sqrt(180) = 2×sqrt(45)

A = sqrt((9+sqrt(45))(-3+sqrt(45))(3+sqrt(45))(9-sqrt(45)))

(a+b)(a-b) = a² - b²

so,

(9+sqrt(45))(9-sqrt(45)) = 81 - 45 = 36

(-3+sqrt(45))(3+sqrt(45)) = 45 - 9 = 36

A = sqrt(36×36) = 6×6 = 36

the probability that the area of XYD is max. 20 is

20/36 = 5/9

There are 36 pieces in one case. The store has 90 loose storage units. The store manager requested an inventory count where 2.5 units would fill her 90 units.

Typically, this process involves the retailer (or team of employees) walking through the retailer's warehouse and storefront, counting each item. Information is captured manually using pen and paper or electronically using a mobile device.

Create a storage location map showing each shelf, bin, drawer, receiving dock, and return area. Place geographic divisions, not product lines, between each storage area. Let's start counting! After each counter completes a certain range, allow a manager or someone else to check the count.

90/36 = 2.5

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