Answer:
Distance = 11
Step-by-step explanation:√(-11)^2+0^2
√(121+0)
√(121)=11
Answer:
11
Step-by-step explanation:
I need help please!!
Answer:
3/3/8
Step-by-step explanation:
Ariana wants to buy sunglasses
that cost $20 the regular sales tax is 5% how much money in dollars is the sales
To find the total multiply the sale price by 1 + tax rate.
Total = 20 x 1.05
Total = $21.00
ashley drove to her father's house, which was 164 miles away. It took her 2 hours to get there. After seeing her father for 2 hours, she went to her cousin's house to stay overnight, which was 125 miles from her father's house. How many minutes does it take Ashley to get to her cousin's if she drives the same speed as when she went to her father's? Do not include units in your answer and round to the nearest hundredth. Example, if answer is 19.546 minutes, put 19.55.
Answer:
Time Spent = 91.46 minutes
Step-by-step explanation:
Given
To Her Father's house
Distance = 164 miles
Time Taken = 2 hours
To Her Cousin's house
Distance = 125 miles
Required
Time Taken to get to her cousins house.
First, her average speed to her father's house needs to be calculated.
Speed is calculated as thus;
[tex]Speed = \frac{Distance}{Time}[/tex]
In this case, Distance = 164 miles and Time = 2 hours
Substitute these values;
[tex]Speed = \frac{164 miles}{2 hours}[/tex]
[tex]Speed = 82miles/hour[/tex]
It's stated in the question that; she maintains the same speed when going to her cousin's residence to spend the night;
Using the same formula for speed;
[tex]Speed = \frac{Distance}{Time}[/tex]
But in this case, Speed = 82 miles/hour and Distance = 125 miles
Substitute these values
[tex]82 = \frac{125}{Time}[/tex]
Multiply both sides by Time
[tex]82 * Time = \frac{125}{Time} * Time[/tex]
[tex]82 * Time = 125[/tex]
Divide both sides by 82
[tex]\frac{82 * Time}{82} = \frac{125}{82}[/tex]
[tex]Time = \frac{125}{82} hours[/tex]
To convert this time to minutes
If 1 hour = 60 minutes
Then,
[tex]\frac{125}{82} hours[/tex] is equivalent to [tex]\frac{125}{82} * 60 minutes[/tex]
Hence,
[tex]Time = \frac{125}{82} * 60 minutes[/tex]
[tex]Time = 91.463415 minutes[/tex]
[tex]Time = 91.46 minutes[/tex] (Approximated)
Hence, she spends 91.46 minutes to get to her cousin's place from her father's house
What does Markup meaning
Answer:
the amount added to the cost price of goods to cover overhead and profit.
Step-by-step explanation:
Answer:
See below
Step-by-step explanation:
Meaning in my own words: The amount applied to the depreciation and production factor price of the product.
Example: Sells for $126 costs $100. Price is increase.
Synonyms for markup: increase, Profit
Hope this helps.
Write this number in standard notation.
4.702 x 10
Answer:
47.02
Step-by-step explanation:
Since the exponent of the scientific notation is positive, move the decimal point 1 places to the right.
47.02
Answer:
0.0004702
Step-by-step explanation:
2. If the width of a pool is 60 feet and the perimeter is 200 feet, how long is the pool?
Answer:
40 feet
Step-by-step explanation:
Have a nice day
Write an equation in standard form of the line that passes through (1, 3) and has a slope of –4.
Answer:
work is shown and pictured
The circle shown below has a diameter of 18 centimeters. What is the
approximate area of the shaded sector?
A. 763 cm2
B. 509 cm2
C. 212 cm2
D. 191 cm2
Answer:
191cm^2
Step-by-step explanation:
What is the next step after using the distributive
property?
Answer:
If it's a simple equation such as 2 (x + y), the next step after applying the distributive property is to do the multiplication and simplify the terms.
But in solving an equation such as
2(x + 3) = 3(x + 1)
After applying the distributive property, the next step is to separate the variables to one side, like collecting like terms and then solving the now simplified equation.
Step-by-step explanation:
For a normal equation, the distributive property, also called the distributive law of division and multiplication helps to use the variable outside the bracket to multiply the sum of terms in the bracket. For example.
2 (x + y)
The distributive property enables us to say
2×x + 2×y = 2x + 2y
So, the next step after applying the distributive property is to simplify the equation.
But in solving an equation such as
2(x + 3) = 3(x + 1)
Applying the distributive property
2x + 6 = 3x + 3
We then operate variables, collect like terms on one side
6 - 3 = 3x - 2x
3 = x
x = 3
Hope this Helps!!!
Answer:
-102 + (-25.5)
Step-by-step explanation:
What is a scale factor
Answer:
To find the scale factor, locate two corresponding sides, one on each figure. Write the ratio of one length to the other to find the scale factor from one figure to the other.
Step-by-step explanation:
XYUV=123=4
The scale Factor is 4!
Those in favor of using non-traditional tests (e.g., portfolios, essays, projects) to evaluate students say that their use is much fairer than using standardized tests only. This is because it means that students who are willing to work hard but who perform poorly in standardized tests will have a better chance of doing well. However, there are challenges in the use of non-traditional tests that cast doubt on their fairness. For example, it is difficult to determine if a student received any help from others in putting together his or her portfolio. In addition, there is a growing market for customized essays whereby students can pay someone else to write essays for them via the internet. At the moment, the only deterrent is a teacher's vigilance. Although teachers might be able to identify work which seems atypical for an individual student, they won't necessarily be able to conclude whether this is due to the student's hard work or due to assistance the student received from others.
Which one of the following conclusions is best supported by the passage above?
1.Use of traditional tests may not evaluate how hard a student is willing to work to get a good evaluation.
2.Challenges of the use of non-traditional tests mean that students should only be evaluated using standardized tests.
3.Use of non-traditional tests to evaluate students is not necessarily fairer than using standardized tests to evaluate students.
Answer: 1.Use of traditional tests may not evaluate how hard a student is willing to work to get a good evaluation
Step-by-step explanation:
Proponents of Traditional Tests argue that they are fairer because hard working students who may fail standadized tests may be able to pass them.
However, the text shows that that arguement has loopholes because a student could pass those Traditional testing methods by employing methods that are void of hard-work such as receiving help from other people or buying a customized essay over the internet.
Should this be the case then, Traditional tests may not be able to properly evaluate a student's hard work because one can not know if the submitted content was solely due to hard-work or if there was assistance from somewhere.
Answer:
3.Use of non-traditional tests to evaluate students is not necessarily fairer than using standardized tests to evaluate students.
Step-by-step explanation:
The Use of non-traditional tests to evaluate students is not necessarily fairer than using standardized tests to evaluate students because it is difficult to determine if a student received any help from others in putting together his or her portfolio, essay or project except if he is closely monitored by the teacher. Also a student may pay someone online to write a customized essay for him/her via the internet therefore it cannot be concluded whether it is due to the student's hard work or due to assistance the student received from others.
20 points
April’s garden has 42 plants in each row. She has 2 rows of yellow corn and 20 rows of white corn.
SHOW how much yellow corn and white corn has been planted in the garden.
Please answer using complete sentences. Use of diagrams, tables, or charts will increase grade. Be sure to show your expressions and or equations in your explanation.
Answer:
Yellow corns = 84
White corns = 840
Step-by-step explanation:
We are given the following details:
Number of plants in each row = 42
Number of rows of yellow corn = 2
Number of rows of white corn = 20
To count the number of yellow corns planted, we can add the number 42, 2 number of times i.e.
42 + 42 = 84 .
OR
We can multiply 42 by 2 i.e. 42[tex]\times[/tex] 2 = 84
To count the number of white corns planted, we can add the number 42, 20 number of times i.e.
42 + 42+ 42+ 42+ 42 ..... + 42 (20 times ) .
OR
We can multiply 42 by 20 i.e. 42[tex]\times[/tex] 20 = 84
In other words, the formula can be seen as:
Number of corns of one type = Number of plants in a row [tex]\times[/tex] Number of rows of one type
So, number of white corns = 42 [tex]\times[/tex] 20 = 840
Hence, the answer is:
Yellow corns = 84
White corns = 840
What is equalivent to 5=4z+13
Answer:
[tex]z = - 2[/tex]
Step-by-step explanation:
[tex]5 = 4z + 13 \\ 5 - 13 = 4z \\ - 8 = 4z \\ \frac{ - 8}{4} = \frac{4z}{4} \\ z = - 2[/tex]
What is the slope of the line shown below?
Answer:
6/5
Step-by-step explanation:
slope: (y1-y2)/(x1-x2)
(11-(-1))/(5-(-5))= 12/10 = 6/5
given that sin theta= 1/4, 0 is less than theta but less than pi/2, what is the exact value of cos theta
Answer:
[tex]\cos{\theta} = \frac{\sqrt{15}}{4}[/tex]
Step-by-step explanation:
For any angle [tex]\theta[/tex], we have that:
[tex](\sin{\theta})^{2} + (\cos{\theta})^{2} = 1[/tex]
Quadrant:
[tex]0 \leq \theta \leq \frac{\pi}{2}[/tex] means that [tex]\theta[/tex] is in the first quadrant. This means that both the sine and the cosine have positive values.
Find the cosine:
[tex](\sin{\theta})^{2} + (\cos{\theta})^{2} = 1[/tex]
[tex](\frac{1}{4})^{2} + (\cos{\theta})^{2} = 1[/tex]
[tex]\frac{1}{16} + (\cos{\theta})^{2} = 1[/tex]
[tex](\cos{\theta})^{2} = 1 - \frac{1}{16}[/tex]
[tex](\cos{\theta})^{2} = \frac{16-1}{16}[/tex]
[tex](\cos{\theta})^{2} = \frac{15}{16}[/tex]
[tex]\cos{\theta} = \pm \sqrt{\frac{15}{16}}[/tex]
Since the angle is in the first quadrant, the cosine is positive.
[tex]\cos{\theta} = \frac{\sqrt{15}}{4}[/tex]
Answer:
b.[tex]\frac{\sqrt{15} }{4}[/tex]
Step-by-step explanation:
What’s the correct answer for this?
The square root of 10 is a number with the following property: when you square it, you get 10.
So, if we have [tex]a<\sqrt{10}<b[/tex], where [tex]a[/tex] and [tex]b[/tex] are positive integers, if we square the whole inequality we have
[tex]a^2<10<b^2[/tex]
Let's analyse option A for example. Given everything we said so far, we would have
[tex]1<\sqrt{10}<2 \iff 1^2<10<2^2 \iff 1<10<4[/tex]
which is false.
Option B is again false, because we would have
[tex]2<\sqrt{10}<3 \iff 2^2<10<3^2 \iff 4<10<9[/tex]
which is again false. Keep trying with options C and D following those same steps, and see which one is correct
Answer:
C
Step-by-step explanation:
√10=3.16
3.16 is between 3 and 4 hence C is the answer
What does the term human capital refer to?
Answer:
its a captial of humans
Step-by-step explanation:
Answer: knowledge
Step-by-step explanation:
Human capital is a loose term that refers to knowledge, experience and skills of an employee. ... It states that companies have an incentive to seek productive human capital and to add to the human capital of their existing employees.
I need help on these 4 chooses.If you are able to help me i would appreciate it because i have been stuck on this for an hour or so.
The First choose is does not/does
The Second choose is 96/216/60
The Third choose is less/more
The Fourth choose is 106.5/194.25/25/50
Answer:
1. does (yes he can)
2. 216
3. more
4. 194.25
Step-by-step explanation:
Total wood
18 x 12 = 216
Maurice suggestion
10.5 x 10.5 = 110.25
Sides
10.5 x 2 inches x 4 sides = 84
84 + 110.25 = 194.25
216 - 194.25 = 21.75 extra
5/10 as a unit fraction
Answer:
its just 5/10, or 1/2 is it not
Step-by-step explanation:
Which expression is equal to 45 x 4-734-27
45 = 4 0
Answer:
9(5x - 3) option (c)
Step-by-step explanation:
The question isn't clear as well as incomplete without the options. Since there are no options let's determine the answer of the following mathematical expression:
45x - 27
a) 9(3x - 5)
b) 3(12x + 7)
c) 9(5x - 3)
d) 5(7x + 30)
To determine which option is equivalent to 45x - 27, we would check each option by expanding the bracket. Apply BODMAS (stands for Bracket, Of, Division, Multiplication, Addition and Subtraction) after the expansion. That is multiply before you add or subtract.
a) 9(3x - 5) = 9×3x - 5×9
= 27x - 45
b) 3(12x + 7) = 3×12x + 3×7
= 36x + 21
c) 9(5x - 3) = 9×5x - 9×3
= 45x - 27
d) 5(7x + 30) = 5×7x + 30×5
= 35x + 150
From the expansion, only option C is equal to the given expression: 45x - 27
[3]
(b)
Calculate the values of c for which 2x2 – 3x + c>-2 for all values of x.
Answer:
c > -7/8
Step-by-step explanation:
Add 2 for an inequality that compares to zero:
2x^2 -3x +(c+2) > 0
This will be true when the discriminant is negative. For the quadratic ...
ax^2 +bx +c
the discriminant is ...
b^ -4ac
We want this to be negative:
(-3)^2 -4(2)(c+2) < 0
9 -8(c +2) < 0
9 -8c -16 < 0
-7 < 8c
-7/8 < c
The given inequality will be true for all values of c greater than -7/8.
Please Help Marshmello.
Answer:
its A bc 9 x 2 = 18 -2 =16
Step-by-step explanation:
Answer:
A
Step-by-step explanation:
The number of milligrams of a drug in a person’s body after t hours is given by the function f(t) = 10e-0.3t. When will the amount of the drug be approximately 0.2 milligrams?
Answer:
amount of the drug becomes approximately equal to 0.2 milligrams after 13.04 hours
Step-by-step explanation:
Given: The function [tex]f(t)=10e^{-0.3 t}[/tex] represents number of milligrams of a drug in a person’s body after t hours
To find: time after which amount of the drug becomes approximately 0.2 milligrams
Solution:
[tex]f(t)=10e^{-0.3 t}\\0.2=10e^{-0.3 t}\\\frac{0.2}{10}=e^{-0.3 t}\\\frac{2}{100}=e^{-0.3 t}\\\frac{1}{50}=e^{-0.3 t}\\[/tex]
As [tex]e^x=y\Rightarrow x=\ln y[/tex] ,
[tex]50=e^{0.3 t}\\0.3t=\ln 50\\t=\frac{\ln 50}{0.3}=13.04\,\,hours[/tex]
So, amount of the drug becomes approximately equal to 0.2 milligrams after 13.04 hours
Answer:
13 hours
Step-by-step explanation:
right on edmentum
P-20 =30 as a additon equation
Answer:
50
Step-by-step explanation:
[tex]p - 20 = 30 \\ adding \: 20 \: both \: sides \\ p - 20 + 20 = 30 + 20 \\ p = 50[/tex]
Answer:
50
Step-by-step explanation:
50-20=30
pls check the attachment thank you
Solve x^2 -24x = -80 by completing the square
Answer:
(20,4)
Step-by-step explanation:
Answer:
{4,20}
Step-by-step explanation:
b on edg got 100%
please help with this
Answer:
x^2 +8x+12
Step-by-step explanation:
The area of the blue is
x*x = x^2
The area of the pink is
x*6 = 6x
The area of the green is
x*2 = 2x
The area of the orange is 2*6 =12
Add them together
x^2 + 6x+2x +12
Combine like terms
x^2 +8x+12
Factorise - x^(3)-3x^(2)-10x+24 ( plss tel method also)
Step-by-step explanation:
I think we can do it in this way
x3 - 3x2 - 10x + 24
x2(x - 3) - 2(5x + 12)
Express this number in stand
5.401 x 10-1 = ?
Answer:
0.5401
Step-by-step explanation:
In Standard form
due to the negativity of the power, you move the decimal point to the left...and u move it once
The sum of the first 12 terms of a geometric sequence with 10 as the first term and a common ratio of 0.3 is __________.
Answer: 14.2638366937
Step-by-step explanation:
A geometric sequence is a sequence in which each term is multiplied by a number, called the common ratio, to get the next term.
So, if the first term of the geometric sequence is 10 and the common ratio is 0.3, the sequence would be 10, 0.3(10), 0.3 x 0.3 x 10... and so forth. This becomes:
10, 3, 0.9, 0.27, 0.081, 0.00243, 0.00729, 0.002187, 0.0006561, 0.00019683, 0.000059049, 0.0000177147...
You add these first 12 terms to get 14.2638366937.