A parachutist's rate during a free fall reaches 162 kilometers per hour. What is this rate in meters per second? At this rate, how many meters will the parachutist fall during 15 seconds of free fall? Do not round your answers.

Answer:

Question 3

First option:
[tex]\dfrac{\ensuremath{\dfrac{4}{5}\;in}}{\dfrac{2}{3}\;hr}[/tex]

Question 4
Third option:
[tex]\dfrac{1}{4} \div \dfrac{2}{5}[/tex]

Question 5

Second Option:
[tex]\dfrac{7}{10}[/tex]

Step-by-step explanation:

Question 3

If  [tex]\dfrac{4}{5}[/tex] inches of rain falls every  [tex]\dfrac{2}{3}[/tex] hours then the unit rate in inches per hour is inches [tex]\div[/tex] hours

This would be:
[tex]\dfrac{\ensuremath{\dfrac{4}{5}\;in}}{\dfrac{2}{3}\;hr}[/tex]

This is the first option in Question 3 answer choices

Question 4

[tex]\dfrac{\dfrac{1}{4}\;km}{\dfrac{2}{5}\;min}[/tex]

is nothing but the numerator ÷ denominator which would be:

[tex]\dfrac{1}{4} \div \dfrac{2}{5}[/tex]

This is the third option in Question 4 answer choices

Question 5

[tex]\dfrac{1}{2} \div \dfrac{5}{7}\\[/tex]

Flip the divisor [tex]\dfrac{5}{7}[/tex]; it comes [tex]\dfrac{7}{5}[/tex]

Multiply:
[tex]\dfrac{1}{2} \times \dfrac{7}{5}[/tex]

The result is
[tex]\dfrac{7}{10}[/tex]

This is the second option in Question 4 answer choices

Answers:

Question 3: [tex]\frac{\frac{4}{5}in.}{\frac{2}{3}hr.}[/tex]

Question 4: [tex]\frac{1}{4}[/tex] ÷ [tex]\frac{2}{5}[/tex]

Question 5: [tex]\frac{7}{10}[/tex]

Explanations:

Question 3: We're told that rain is falling at a rate of  [tex]\frac{4}{5} in.[/tex] every  [tex]\frac{2}{3} hr.[/tex], and the unit rate we're looking for is inches per hour (or more precisely, inches per 1 hour). Based on these parameters, we know that you have to divide the unit inches by the unit hours. So using the numbers above, the correct complex fraction to represent this situation would be [tex]\frac{\frac{4}{5} in.}{\frac{2}{3} hr.}[/tex] .

Question 4: In this question, we are given a complex fraction and asked to rewrite it as a simple division problem. The complex fraction is [tex]\frac{\frac{1}{4} km.}{\frac{2}{5} min.}[/tex], so in order to write this as a division expression, you simply take the numerator fraction and divide it by the denominator fraction, which will end up being [tex]\frac{1}{4}[/tex] ÷ [tex]\frac{2}{5}[/tex]. Therefore, that will be your answer.

Question 5: Now, we have a division expression and are asked to use the Keep, Change, Flip method to solve the problem. First and foremost, the Keep, Change, Flip method is essentially telling you that when you are dividing by a fraction, you keep the dividend the same, you change the divisor - specifically switching the numerator with the denominator, which is creating the reciprocal of that fraction - and multiply by the reciprocal of the original divisor instead.

                   A good example of the Keep, Change, Flip method from above would be [tex]\frac{1}{2}[/tex] ÷ [tex]\frac{1}{3}[/tex]. You keep the dividend, change the divisor, specifically flip the function around to create its reciprocal, and instead multiply by the divisor's reciprocal. Following those steps, [tex]\frac{1}{2}[/tex] ÷ [tex]\frac{1}{3}[/tex]  will become [tex]\frac{1}{2}[/tex] × [tex]\frac{3}{1}[/tex] or [tex]\frac{1}{2}[/tex] × [tex]3[/tex].

                  Now that we understand how to use the Keep, Change, Flip method, we can use it to solve the expression [tex]\frac{1}{2}[/tex] ÷ [tex]\frac{5}{7}[/tex]. We keep [tex]\frac{1}{2}[/tex] the same, flip [tex]\frac{5}{7}[/tex] to make its reciprocal, and multiply [tex]\frac{1}{2}[/tex] by that instead. So the final answer will be [tex]\frac{1}{2}[/tex] ÷ [tex]\frac{5}{7}[/tex] = [tex]\frac{1}{2}[/tex] × [tex]\frac{7}{5}[/tex] = [tex]\frac{7}{10}[/tex].

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The number of arrangements of 6 balls with 2 red balls and 2 blue balls, we need to consider the number of ways to choose 2 red balls from the 4 available red balls and the number of ways to choose 2 blue balls from the 4 available blue balls.

These are both combinations, and we can use the formula for combinations to calculate them:

C(n, k) = n! / (k! (n-k)!).

For the red balls, C(4, 2) = 4! / (2! (4-2)!) = 6.

For the blue balls, C(4, 2) = 4! / (2! (4-2)!) = 6.

The total number of arrangements of 6 balls with 2 red balls and 2 blue balls is the product of the number of arrangements for each type of ball:

C(4, 2) * C(4, 2) = 6 * 6 = 36

So, there are 36 arrangements of 6 balls with 2 red balls and 2 blue balls.

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Answer:

[tex]5.98xy-8y[/tex]

Step-by-step explanation:

Distribute the y

[tex]5.98xy-5.81y-2.19y[/tex]

Combine like-terms

[tex]5.98xy-8y[/tex]

At least three functions can be called, including checkweather. The other two functions can be any other functions that the program contains.

The maximum number of functions that can be called when calling the checkweather function depends on the program. If the program contains other functions, then up to three functions can be called, including the checkweather function. When calling the checkweather function, the first function that will be called is the checkweather function itself. After the checkweather function is called, the program will then proceed to call any other functions that have been determined by the program. This means that the maximum number of functions that can be called is at least two, with the checkweather function being one of them.In addition, if the program contains additional functions, then the maximum number of functions that can be called increases to three. For example, if the program contains functions to display the weather forecast, to check the temperature and to generate an alert, then these functions can also be called in addition to the checkweather function. In this case, the maximum number of functions that can be called is three, with the checkweather function still being one of them.

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The ratio of votes for candidate B compared to candidate A is 1.3:1

What is Ratio?

A ratio in mathematics illustrates how many times one number contains another.

If there were a total of 64 votes and 28 votes went to candidate A, then the number of votes for candidate B can be found by subtracting the votes for candidate A from the total number of votes:

64 - 28 = 36

So, candidate B received 36 votes.

To find the ratio of votes for candidate B compared to candidate A, we divide the number of votes for candidate B by the number of votes for candidate A:

36 / 28 = 1.3

Therefore, The ratio of votes for candidate B compared to candidate A is 1.3:1

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The zeroes of the given function are + 1 and - 1 respectively.

In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.

Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.

Given is the function as -

y = x² - 1

For the zeros of the function substitute {y} = 0. We get -

x² - 1 = 0

x² = 1

x = ± 1

Therefore, the zeroes of the given function are + 1 and - 1 respectively.

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Answer:

Option 4
y = 2x + 3

Step-by-step explanation:

Equation of a line in slope intercept form is
y = mx + b
where m = slope and b = y-intercept

Slope m = rise/run = Δy/Δx with Δy = change in y values between any two points on the line and Δx = corresponding change in x values

b is the y-intercept, value of y when x = 0 and indicates the point at which the line crosses the y-axis

Let's take two distinguishable integer points on the line

(0, 3) and (1, 5) are two points

rise = Δy = 5 - 3 = 2
run = Δx = 1 - 0 = 1

So slope = 2/1 = 2

Since y = 3 at x = 0, y-intercept b = 3

Equation of line is
y = 2x + 3

Option 4)

Answer:

4)y=2x+3

You can see this clearly as the y-intercept is 3 and going two spaces up and one to the side is the slope.

Step-by-step explanation:

Check the picture below.

so we know it has a vertex at (2 ,3 ) and it also passes through (-2 , -1), then

[tex]~~~~~~\textit{vertical parabola vertex form} \\\\ y=a(x- h)^2+ k\qquad \begin{cases} \stackrel{vertex}{(h,k)}\\\\ \stackrel{a~is~negative}{op ens~\cap}\qquad \stackrel{a~is~positive}{op ens~\cup} \end{cases} \\\\[-0.35em] ~\dotfill\\\\ \begin{cases} h=2\\ k=3\\ \end{cases}\implies y=a(~~x-2~~)^2 + 3\hspace{4em}\textit{we also know that} \begin{cases} x=-2\\ y=-1 \end{cases}[/tex]

[tex]-1=a(-2-2)^2 + 3\implies -4=a(-4)^2\implies -4=16a \\\\\\ \cfrac{-4}{16}=a\implies -\cfrac{1}{4}=a\hspace{10em}\boxed{y=-\cfrac{1}{4}(x-2)^2 + 3}[/tex]

Answer:

Missing measure for angle B = 74°

Missing measure for angle C = 74°

Step-by-step explanation:

Side AB = Side AC

∴∠B° = ∠C°

Two sides out of three of this triangle are equal to each other, therefore this is an isosceles triangle

Let x° = ∠B° = ∠C°

Sum of interior angles of a triangle = 180°

                                      ∴32° + x° + x° = 180°

                                     = 32° + 2x° = 180°

                                      = 2x° = 180° - 32°

                                      = 2x° = 148°

                                      = x° = [tex]\frac{148}{2}[/tex]

                                      = x° = 74°                

                            ∴∠B° = ∠C° = 74°  

a. Adding the same number to two numbers produces the same result. Example: 4 + 3 = 7, 7 + 3 = 10, b. Commutative Property: Order does not matter. Example: 4 + 7 = 7 + 4.

The Density Property of Real Numbers states that between any two real numbers, there are an infinite number of other real numbers. This means that for any two real numbers, no matter how close or far apart they are, there is always a third number between them. An example of this property would be if we have two numbers, 4 and 7. If we add 3 to each of these numbers, we will get the same result. 4 + 3 = 7, and 7 + 3 = 10. This shows that no matter what two real numbers we pick, there will always be a third number between them, and when we add the same number to both of them, we will get the same result. Another property of numbers is the Commutative Property, which states that the order of the numbers doesn’t matter when performing certain operations. For example, when adding two numbers, 4 + 7 = 7 + 4. This means that it doesn’t matter which number comes first when adding. This property applies to other operations as well, such as multiplication, division, and subtraction.

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Possible pair of measurements if they are congruent figures are,

⇒ ∠W = 140°

⇒ ∠X = 94°

⇒ ∠Y = 79°

⇒ ∠Z = 47°

A rectangle is a two dimension figure with 4 sides, 4 corners and 4 right angles. The opposite sides of the rectangle are equal and parallel to each other.

Given that;

Lincoln is measuring the angles of quadrilateral WXYZ to determine whether  it is congruent to the quadrilateral shown in figure.

Now, We know that;

If two figure are congruent to each other then there corresponding angles and side are equal to each other.

So, The angles of quadrilateral WXYZ are,

⇒ ∠W = 140°

⇒ ∠X = 94°

⇒ ∠Y = 79°

⇒ ∠Z = 47°

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Answer:The student made a mistake and explain the specific error that was made. Support your answer using the correct vocabulary. The mistake has been done in Step 2.

PART A: There is a mistake in Step 2, Distributive Property has been employed incorrectly.

7 has to multiply by both the terms inside the bracket, but it has been multiplied with the first term only.

7(-2 x-8 y)=-14 x-56 y and 7(-2 x-8 y) -14 x-8 y

Hence, -5(x-16 y)+7(-2 x-8 y)=-5 x+80 y-14 x-56 y

PART B :

The given equation is

-5(x-16 y)+7(-2 x-8 y)

Applying distributive property to the above equation that states A(B+C)=AB+AC, we get :

-5 x+80 y-14 x-56 y

Now, Writing the terms with the same variable together, we get

(-5 x-14 x)+(80 y-56 y)

Proceeding with solving terms inside the brackets according to BODMAS, we get,

-19 x+24 y

Hence , −5(x − 16y) + 7(−2x − 8y) = -19x +24y

so the correct answer is the square route of it cause a anylis of a+b=c yup

Step-by-step explanation:

Answer: UTV

Step-by-step explanation:

When you join the lines U, T and V, the number 40 is written between it,

It means it is 40 degrees

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It depends on the thickness of the aluminum bar. Generally, a hacksaw blade with 18 teeth per inch is used to cut off aluminum from 1'' square bar.

The number of teeth a hacksaw blade should have to cut off a piece of aluminum from 1'' square bar depends on the thickness of the aluminum bar.

2. Generally, a hacksaw blade with 18 teeth per inch is used to cut off aluminum from 1'' square bar.

For example, if the aluminum bar being cut is thin (1/8'' or less) then a hacksaw blade with 18 teeth per inch should be used. On the other hand, if the aluminum bar is thicker (greater than 1/8''), then a hacksaw blade with fewer teeth per inch should be used. The fewer teeth per inch the hacksaw blade has, the thicker the aluminum bar it can cut through. It is important to choose the correct hacksaw blade for the job in order to ensure a clean and safe cut.

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Answer:

  (x, y) = (-3, -5)

Step-by-step explanation:

You want to solve the given system of equations by elimination.

To eliminate a variable from the equations, we need to add them in such a way that the coefficients for one of the variables have a total of zero.

Here, we observe that the y-coefficients are the same, so subtracting one equation from the other will cancel the y-terms. We want the result of that subtraction to give an equation with x having a positive coefficient, so we elect to subtract the second equation from the first:

  (2x -3y) -(-5x -3y) = (9) -(30)

  7x = -21 . . . . . simplify (y-terms are gone, x-term has positive coefficient)

  x = -3 . . . . . . . divide by 7

The value of y can be found from either equation. We choose to use the first one:

  2x -3y = 9

  2(-3) -3y = 9 . . . . . . substitute -3 for x in the first equation

  -15 = 3y . . . . . . add 3y-9

  -5 = y . . . . . . . divide by 3

The solution is (x, y) = (-3, -5).

Answer:

The equation that shows inverse variation is (Choice C) y = (1/8)x.

Step-by-step explanation:

The equation that shows inverse variation is (Choice C) y = (1/8)x.

Answer:

Let's call the travel fee "t" and the hourly fee "h". Then the total cost of a repair, y, can be represented as:

y = t + hx

We can use the two given pieces of information to write two equations and solve for t and h:

2h + t = 100

6h + t = 260

Subtracting the first equation from the second, we get:

4h = 160

Dividing both sides by 4, we get:

h = 40

Substituting this value of h back into the first equation, we get:

2h + t = 100

2(40) + t = 100

80 + t = 100

Subtracting 80 from both sides, we get:

t = 20

So the total cost of a repair, y, as a function of the number of hours spent fixing a leak, x, can be represented as:

y = 20 + 40x

Step-by-step explanation:

Answer:y=40x+20

Step-by-step explanation:

It is formatted a bit weird.

u = the radius (im pretty sure)

area of a circle = pi(u)^2

circumference of a circle is 2pi(u)

22/7 = pi

Area = (22/7)(u)^2

Circumference = 2(22/7)u

Answer:

-4

Why? I subtract the numbers. How to do that is by looking at the table. You always use two ordered pairs. Let's choose (-3,12) and (-2,8).

Step 1: Choose two ordered pairs (you can choose any two, it doesn't matter).

Now, subtract the y's together and subtract that x's together. So, what is 12-8? That's obvious, it's 4. Alright, how about -3-(-2)? Well, two negatives make a positive, so the problem is actually -3+2. So, what's that? Correct, -1. And, since slope is y/x, the answer would be -4/1, or -4.

Answer:

  n ∈ ℕ . . . (Natural numbers)

Step-by-step explanation:

You want the domain of the relation s(n) = 7+3n so that it defines the sequence 10, 13, 16, ....

The domain of a function is the set of "input" values for which the function is defined. Here, the function is intended for use with values of n that are Natural numbers:

  domain = ℕ

__

Additional comment

In general, the domain of any function that defines a sequence will be Natural numbers. That is, values of n will be 1, 2, 3, ....

Occasionally, the sequence represents a relation that is of interest for values of n other than positive integer values. In such a case, the domain may be Whole numbers, or Real numbers.

7. The percentage of the seats taken by 18,460 attendees out of 34,000 capacity spectators of the Bidvest Wanderers Cricket Stadium is 54%.

8. If a bus can seat 60 passengers and some passengers got off, leaving 0.4 of the seats occupied, the number of passengers who got off the bus is 36, representing 60 percent.

9a) The population that speak Mandarin more than English is 526,200,000.

9b) If the world population is approximately 7 000 000 000 (7 billion), the percentage of the entire population that speaks Spanish is 5.00%.

The percentage represents the ratio of one value compared to another.

The percentage is determined as the quotient from dividing the numerator by the denominator and multiplying by 100.

7) The spectator capacity of the Bidvest Wanderers Cricket Stadium = 34,000

Attendees at a one-day match = 18,460

Percentage of seats taken = 54.3% (18,460/34,000 x 100)

8) Bus passenger capacity = 60

The percentage of seats occupied = 0.4

The number of passengers who got off the bus = 36 (60 x (1 - 0.4)

9) Most Commonly Spoken World Languages:

Mandarin 867 200 000 people

English 341 000 000 people

Spanish 350 000 000 people.

a) The more Mandarin speakers than English = 526,200,000 (867,200,000 - 341,000,000)

b) World Population = 7 billion

Percentage of Spanish speakers to World Population = 5.00% (350,000,000/7,000,000,000 x 100)

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Answer:

Step-by-step explanation:

No, the number of students at the school is not proportional to the number of teachers. In a proportional relationship, two quantities have a constant ratio. However, in this case, the number of teachers is not directly proportional to the number of students because there is a fixed number of teachers regardless of the number of students. Even if the number of students changes, the number of teachers remains the same.

A more appropriate way to describe the relationship between the number of teachers and students at the school is to say that there are 2 teachers for every 48 students, or that the ratio of teachers to students is 2:48, which simplifies to 1:24.

Step-by-step explanation:

To find the volume of this solid, we will use the method of cylindrical shells. We will integrate the cross-sectional area of the equilateral triangles over the height of the solid.

The height of the solid is given by the difference between the upper and lower bounds of the base, which are y = 4 and y = x^2, respectively. The cross-sectional area of an equilateral triangle with sides of length 2x is given by (x^2 * √3)/4.

So, the volume of the solid is given by the integral:

V = ∫[x^2, 4] (x^2 * √3)/4 dx

Using the antiderivative of x^2 * √3 / 4, which is (2x^3 * √3)/(12), we can find the definite integral:

V = [2x^3 * √3]/12 from x^2 to 4

Evaluating the definite integral and simplifying, we get:

V = 16 units^3

So, the volume of the solid is 16 units^3.

Answer:

the volume of the solid is 16 units^3

Step-by-step explanation:

The number of star wars that Amy has is 255 and Carly has is 85

Linear equation:

The linear equation is a combination of algebraic terms that are used to find unknown quantities in a word problem. To solve the given problem represent the unknown value with a variable and form a linear equation according to the given condition. Now solve the equation for the value of the variable.

Here we have

Amy has three times as many star wars toys as Carly.  

Let Amy have 'x' star wars and Carly have 'y' star wars

From the given data, x = 3y  

It is also given that both have 340-star wars toys in total

=> y + 3y = 340

=> 4y = 340

=>  y = 85

Hence, the number of star wars that Carly has = 85

Number of star wars that Amy has = 3(85) = 255

Therefore,

The number of star wars that Amy has is 255 and Carly has is 85

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The domain of the function f(x)= -long(5-x)+b is Dom(f) = [– ∞,  5]., range is all real numbers except for x = 5.

IF function is the process or state of instruction that text inputs performance is specific task and produce an output functional key components of programming language allowing the quarter to create complex commands with simple instruction for example a function can be used to add two numbers together or to generate a random number function can also be combined to create more complex sequence of instruction.

The range of this function is all real numbers as the long function will never return a negative value. The value of b determines the exact range of the function, as it shifts the graph up or down.

The formula is: f(x) = - log(5 - x) + b.

Limitation for the f domain:

5 – x > 0

x < 5

Hence, f's domain is

Dom(f) = {x ∈ R:  x < 5}

Alternatively by notating intervals,

Dom(f) = [– ∞, 5].

Secondly, we wish to demonstrate that there is always an x Dom(f) for any given y R.

y = f(x) (x)

Once we've demonstrated that, we can say that f's operating range is R. (all real numbers).

How to find x in an equation:

[tex]y = f(x)\\y = - log(5 - x) + b\\y - b = - log(5 - x) (5 - x)\\-(y - b) = log(5 - x) (5 - x)\\b - y = log(5 - x) (5 - x)\\5 - x = 10^{(b - y) (b - y)}\\x = 5 - 10^{(b - y) (b - y)}\\[/tex]

Because y is not constrained, the range of f is R. (all real numbers).

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Due to length restrictions, we kindly invite to read the explanation below for further details on equivalence of trigonometric expressions.

In this problem we find five case of trigonometry expressions whose equivalence must be proved by means of algebra properties and trigonometric formulas. Now we proceed to show the solution for each case:

Case 3:

tan θ · cos θ

(sin θ / cos θ) · cos θ

sin θ

Case 5:

(1 - cos θ) · (1 + cos θ)

1 - cos² θ

sin² θ

Case 6:

(1 + sin θ) · (1 - sin θ)

1 - sin² θ

cos² θ

Case 7:

(sec θ + tan θ) · (sec θ - tan θ)

sec² θ - tan² θ

1

Case 10:

(tan θ + cot θ) / tan θ

1 + cot θ / tan θ

1 + cot² θ

csc² θ

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Answer: The distance between these two points is 5.

Step-by-step explanation:

Yay! Love doing distance formula questions!

Okay, so first off, the distance formula goes as follows:

d = [tex]\sqrt(x^{2} - x^1)^2 + (y^{2}-y^1)^2[/tex]

Basically you just plug in your coordinates to the formula.

Step 1:

[tex]\sqrt(-5 + 5)^{2} + (2-7)^{2}[/tex]

Step 2: Distribute the exponent to both parenthesis to get [tex]\sqrt{25}[/tex].

Step 3: Factor the number, which would result in [tex]\sqrt{5^2}[/tex].

As a result of this, your answer would be 5.

The length and the width of the playground 12 yards and 17 yards respectively.

As per the data given in the question the area of the playground is 204 square yards.

Area = 204 square yards.

The width of the playground is 5 yards longer than its length.

Let the length of the playground be 'l' yards.

Then the width of the playground will be (l + 5) yards.

The formula for the area of the playground is Length × Width.

A = Length × Width

204 = l (l + 5)

204 = [tex]l^{2}[/tex] + 5l

[tex]l^{2}[/tex] + 5l - 204 = 0

[tex]l^{2}[/tex] + 17l - 12l - 204 = 0

l (l + 17) -12 (l + 17) = 0

(l + 17) (l - 12) = 0

(l + 17) = 0 or (l - 12) = 0

l = -17 or l = 12

Length cannot be the negative value.

So the value of the length is 12 yards.

Then width = l + 5

Width = 12 + 5

Width = 17 yards

Therefore length is 12 yards and width is 17 yards.

Option (b) is correct.

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The area of a playground is 204 yd2. The width of the playground is 5 yd longer than its length. Find the length and width of the playground.

a.) length 17 yd, width 22 yd

b.) length 12 yd, width 17 yd

c.) length 22 yd, width 17 yd

d.) length 17 yd, width 12 yd