7319.6 miles is the estimate of the average distance from the earth to the moon
What is Distance?The length along a line or line segment between two points on the line or line segment.
We can use the triangle formed by the earth's center, point A, and the moon to find the distance.
Let us use the law of cosines to find the distance from the earth to the moon.
d = √3960² + 6156² - 2(3960)(6156)cos(90))
The value of cos90 is 0.
d = √3960² + 6156²
d=√15681600+37896336
d=√53577936
d=7319.6 miles.
Hence,7319.6 miles is the estimate of the average distance from the earth to the moon
To learn more on Distance click:
https://brainly.com/question/15172156
#SPJ1
Answer the questions below
Δ BAD and Δ CAD are congruent by SAS rule.
What is congruency?In geometry, two figures or objects are congruent if they have the same shape and size, or if one has the same shape and size as the mirror image of the other.
Given that, in a Δ BAC, AD bisects ∠ BAC, AB = AC,
We need to prove, BD = DC
STATEMENT REASON
1) AD bisects ∠ BAC given
2) ∠ 1 = ∠ 2 definition of angle bisector
3) AB = AC given
4) AD = AD Reflexive property
5) Δ BAD ≅ Δ CAD SAS rule
Hence, Δ BAD and Δ CAD are congruent by SAS rule.
Learn more about congruency, click;
https://brainly.com/question/7888063
#SPJ1
Escribe cada número decimal como fracción número mixto y en palabras.
1. 0.9
2. 0.09
3. 0.731
4. 1.371
5. 0.0005
La condición para convertir una fracción impropia en una fracción mixta es que el denominador sea menor que el numerador. de modo que en esta pregunta solo (4) se puede cambiar a una fracción mixta.
El número 4 se cambia a una fracción mixta se convierte en:
1 372/1000
Cómo convertir fracciones impropias a números mixtosUna Fracción Ordinaria cuyo cuantificador es menor que el denominador no se puede convertir en una Fracción Mixta.
Entonces, de los números 1-5, solo el número 4 se puede convertir en una fracción mixta.
4)
Convertido a fracciones comunes se convierte en 1371/1000
Convertido a un número mixto se convierte en 1 371/1000
léase uno - trescientos setenta y uno - por mil.
Learn more about fraction at https://brainly.com/question/10354322
#SPJ1
The matrix equation represents a system of equations.
Solve for x and y using matrices. Show or explain all necessary steps.
Answer:
(x, y) = (-4, 3)
Step-by-step explanation:
You want the solution to the matrix equation ...
[tex]\left[\begin{array}{cc}2&5\\1&3\end{array}\right] \left[\begin{array}{c}x\\y\end{array}\right] =\left[\begin{array}{c}7\\5\end{array}\right][/tex]
Row ReductionPerhaps the easiest solution is to let a calculator reduce the augmented matrix to row-echelon form. This is done in the attachment. It shows the solution is (x, y) = (-4, 3).
Inverse matrixAlternatively, you can left-multiply the equation by the inverse of the coefficient matrix. The inverse of the 2×2 coefficient matrix is easily found.
The inverse is the transpose of the cofactor matrix, divided by the determinant. For a 2×2 matrix, the transpose of the cofactor matrix negates the off-diagonal terms and swaps the diagonal terms. The determinant is the difference of the products of the diagonal and off-diagonal terms:
[tex]\left[\begin{array}{cc}2&5\\1&3\end{array}\right]^{-1}=\dfrac{1}{2\cdot3-1\cdot5}\left[\begin{array}{cc}3&-5\\-1&2\end{array}\right] =\left[\begin{array}{cc}3&-5\\-1&2\end{array}\right][/tex]
Multiplying this by the constant vector, we have ...
x = 3(7) -5(5) = -4
y = -1(7) +2(5) = 3
__
Additional comment
Using row-reduction avoids the problem of the inverse matrix being undefined — when the determinant is zero. That happens when the equations are dependent or inconsistent. The result of row-reduction will tell you which of those is the case: the bottom row is 0 for dependent equations, and 0 0 1 for inconsistent equations.
The blocks in a city are all perfect Squares.
A friend gives you.
the following directons
to
a good resturant; "go north 3 blocks
turn East and go sblocks,
and go 76locks,
Turn South
turn West and go
3 blocks" How far away (Straight line
distance) is the resturant ?
The straight line distance is 13 blocks.
How do you get the straight line distance?We know that we can be able to obtain the straight line distance by looking at the information that has been provided by the question. We are told in the question that; you go north 3 blocks turn East and go blocks, and go 7 blocks turn South turn West and go 3 blocks.
We know that the distance is not a vector quantity as such, we do not look at the direction of the movement. We would only be concerned about the magnitude of the distance.
Thus we have the straight line distance as; 3 + 7 + 3 = 13 blocks
Learn more about distance:https://brainly.com/question/15172156
#SPJ1
Someone please help me
The value of 1 unit = 11/8
The value of 5 units = 11/8 × 5 = 55/8
The value of 5 units as a mixed fraction= 6 7/8
What is rate?A rate is a special ratio in which the two terms are in different units. For example, if a 12-ounce can of corn costs 69¢, the rate is 69¢ for 12 ounces. This is not a ratio of two like units, such as shirts. This is a ratio of two unlike units: cents and ounces.
If 8 units = 11
therefore 1 unit will be ;
8 units/8 = 11/8
1 units = 11/8
Therefore 5 units = 11/8 × 5 = 55/8
5 units in improper fraction is 55/8
= 6 7/8
learn more about rate from
https://brainly.com/question/25793394
#SPJ1
Find the value of t0.025 for a t-distribution with 15
degrees of freedom. Round your answer to three decimal places, if necessary.
The value of t for a t-distribution with 15 degrees of freedom is -2.131.
What is z-score?A Z-score is a metric that quantifies how closely a value relates to the mean of a set of values.
Standard deviations from the mean are used to measure Z-score. A Z-score of zero means the data point's score is the same as the mean score.
Given:
Degree of freedom df = 15
and area to the left of t = 0.025
Hence, area right of t = 1-0.025 = 0.975
From the table of t-distribution for the area left of t = 0.025 and 15 degrees of freedom, the corresponding value of t is -2.131.
Hence, t = -2.131
To learn more about the z score;
https://brainly.com/question/15016913
#SPJ1
graph this equation on the graph then, use the check step to prove the solution works in both equations. show all work
y = -x + 4y = -4
y = 1/2x - 2
check:
Answer:
see attached for a graph; see below for the check
Step-by-step explanation:
You want to solve this system of equations by graphing, then check the result.
GraphThe graph of the equations is attached. The fist has a slope of 1/4 and a y-intercept of -1; the second has a slope of 1/2 and a y-intercept of -2.
The solution is seen to be (x, y) = (4, 0).
CheckIn the first equation:
-4 +4(0) = -4 . . . . . true
In the second equation:
0 = 1/2(4) -2 . . . . . true
for a list of positive numbers, it is possible for the standard deviation to be greater than the mean? if so, give the example. if not, explain why not.
It is possible that the standard deviation is greater than the mean for a list of positive numbers.
What is standard deviation?
The standard deviation is a metric that reveals how much variance from the mean there is, including spread, dispersion, and spread. A "typical" variation from the mean is shown by the standard deviation. Because it uses the data set's original units of measurement, it is a well-liked measure of variability.
Take into consideration, the list of numbers -
1,2,3,4,5,20
The mean formula is - Number of observations / Total observations.
Substitute the values in the equation -
Mean = 1 + 2 + 3 + 4 + 5 + 20 / 6
Mean = 35 / 6
Mean (x') = 5.833
The number of observations is n = 6
The variance is the sum of squared deviations from the mean divided by
n−1.
The standard deviation is the square root of the variance -
s = {√(1 - 35/6)² + .... + (20 - 35/6)²} / (6-1)
s = 7.0828
Therefore, the standard deviation is higher than the mean.
To learn more about standard deviation from the given link
https://brainly.com/question/12402189
#SPJ4
URGENT URGENT URGENT !!!
If I make $12 per hour, how many hours must I work to make $30
Answer:
2 hours and a half
Step-by-step explanation:
Mr. Santos, the curator of the children’s museum, recently made two purchases of clay and wood for a visiting artist to sculpt. Use the table to find the cost of each product per kilogram
The cost per kg of clay is $0.7 and cost per kg of wood is $ 8.
Linear Equation in two variables:
An equation is said to be linear equation in two variables if it is written in the form of ax + by + c=0, where a, b & c are real numbers and the coefficients of x and y, i.e a and b respectively, are not equal to zero.
Now according to the given question,
Let cost per kg of clay be x and cost per kg of wood be y.
Then according to the given information in table, we can get two equations,
5x + 4y = 35.50 .....(1)
3.5x + 6y = 50.45 .....(2)
Now multiply equation (1) by 3 and equation (2) by 2, we get,
15x + 12y = 106.50 ......(3)
7x + 12y = 100.90 ......(4)
Now subtract equation (4) by equation (3), we get,
8x = 5.60
x = 0.7
Now put this value of x in (1),
we get,
5(0.7) + 4y = 35.5
3.5 + 4y = 35.5
subtracting both sides by 3.5, we get
4y = 32
by dividing both sides by 4, we have
y = 8
Therefore, cost per kg of clay is $0.7
and cost per kg of wood is $ 8.
To know more about linear equation , visit:
https://brainly.com/question/29739212
#SPJ1
How many quarts of pure antifreeze must be added to 2 quarts of a 30 % antifreeze solution to obtain a 40 % antifreeze solution ?
( blank )quart ( s ) of pure antifreeze must be added
( Round to the nearest tenth as needed )
Answer:
x = 2
Step-by-step explanation:
To obtain a 40% antifreeze solution, we need to add more antifreeze to the 30% solution. Let's call the amount of pure antifreeze that needs to be added x. Then, the amount of antifreeze in the solution will be 2 + x quarts.
The concentration of antifreeze in the solution will be:
(0.30 * 2) + (0.100 * x) = 0.40 * (2 + x)
Solving for x:
0.60 + 0.100x = 0.40 * (2 + x)
Expanding the right-hand side:
0.60 + 0.100x = 0.80 + 0.40x
Solving for x:
0.100x = 0.20
x = 2
So, 2 quarts of pure antifreeze must be added to obtain a 40% antifreeze solution.
Draw the image of the following segment after a dilation centered at the origin with a scale factor of 2.
The length of the line segment after the dilation with a scale factor of 2 is given by the equation A' = L ( 2 ) , where L is the length of the segment
What is Dilation?Resizing an item uses a transition called Dilation. Dilation is used to enlarge or contract the items. The result of this transformation is an image with the same shape as the original. However, there is a variation in the shape's size. Dilation transformations ensure that the shape will stay the same and that corresponding angles will be congruent
Given data ,
Let the length of the line segment be represented as L
Now , the dilation factor is represented as d = 2
And , the dilation centered at the origin
So , the length of the line segment after the dilation is A'
On simplifying the equation , we get
The length of the line segment after the dilation A' = L x ( dilation factor )
The length of the line segment after the dilation A' = L ( 2 )
Hence , the dilation A' = 2L
To learn more about dilation click :
https://brainly.com/question/13176891
#SPJ1
Quadra gets £120 for her birthday.She spends 3/4 and saves the rest.How much does she save?
To find out how much Quadra spent, we can use this equation:
Total amount of money × fraction spent = amount leftFitting the numbers into the equation would look like this:
£120 × 0.75 = £90Why do we multiply by 0.75?We multiply by 0.75 because it is equivalent to 3/4.
If we now know that Quadra spent £90, we can subtract that from her total amount of money to get the amount of money she saved.
£120 - £90 = £30Therefore, Quadra saved £30.
1/2 (x+8) -:xy +z when x=4 y=12 and z=-40
The solution is, the value we get 3:4.
What is ratio?The ratio is defined as the comparison of two quantities of the same units that indicates how much of one quantity is present in the other quantity.
here, we have,
given that,
1/2 (x+8) -:xy +z
when x=4 y=12 and z=-40
so, we get,
1/2*12 : 48+ (-40)
=6:8
=3:4
Hence, The solution is, the value we get 3:4.
To learn more on ratio click:
brainly.com/question/13419413
#SPJ1
3. given any two real numbers, there is a real number in between. a. given any two real numbers a and b, there is a real number c such that c is . b. for any two , such that a < c < b
a) given any two real numbers a and b, there is a real number c such that c is between a and b.
b) for any two real numbers a and b, there exists c such that a < c < b.
What are real numbers?
Simply put, in the number system, real numbers are a combination of rational and irrational numbers. In general, all arithmetic operations can be applied to these numbers, and they can also be represented in a number line.
Imaginary numbers, which cannot be expressed on a number line and are frequently employed to symbolise complex numbers, are also unreal numbers that are not expressed in the real world. The letter "R" stands for real numbers, which can be positive or negative. This group encompasses all natural numbers, fractions, and decimals.
For the given question, in the first part, it is said that there is always a real number between every two real numbers.
Using this statement we have to fill in the following blanks.
If we have two given numbers a and b, then there exists a real number c, such that c is between a and b.
Therefore the complete statement is:
a) given any two real numbers a and b, there is a real number c such that c is between a and b.
b) for any two real numbers a and b, there exists c such that a < c < b.
To learn more about real numbers, follow the link.
https://brainly.com/question/155227
#SPJ4
Find an equation for the sine graph. Help Asap please!!
Answer:
Step-by-step explanation:
This is just the normal parent sin graph, y = sinx
how to make students understand 3. students may have a hard time understanding that a whole number can be portioned into parts
There are several strategies that can be used to help students understand that a whole number can be divided into parts:
Use concrete examples: Use everyday objects such as pizza slices, candy bars, or fruit to demonstrate how a whole can be divided into smaller parts. Ask students to count the number of slices or pieces and help them see that the total is still the same as the original whole.Draw diagrams: Draw a picture to show how a whole can be divided into smaller parts. This can be especially helpful for visual learners who need to see the concept in action.Use fractions: Introduce fractions as a way to describe the parts of a whole. For example, show students how a pizza can be divided into 8 equal slices and each slice can be represented as 1/8 of the pizza.Practice division: Provide students with division problems that involve dividing a whole number into smaller parts. Encourage them to think about how the division is creating parts of the whole.Play games: Incorporate fun games and activities that help students understand the concept of dividing a whole into parts. For example, a scavenger hunt where students have to find a specific number of objects in a group can help reinforce the idea of division.Use real-life scenarios: Connect the concept of division to real-life situations that students can relate to. For example, ask students to divide a pile of candy into equal parts for their friends or divide a bag of apples into equal parts for their family.Remember, it may take time for some students to fully grasp the concept of dividing a whole number into parts. Keep practicing and using different strategies until the concept clicks for them.
For more such questions on whole numbers
https://brainly.com/question/28462422
#SPJ4
Find the volume of the figure. Express answers in terms of pi
, then round to the nearest whole number.
Answer:
36π in.³
113 in.³
Step-by-step explanation:
V = (4/3)πr³
V = (4/3)π(3 in.)³
V = 36π in.³
V ≈ 113 in.³
bonnie wrote 2 fractions that are equivalent to 1/3.Are bonnie's equivalent fractions which are 2/6 and 3/12 correct?
Find the missing number.
The missing number is 20.
What is percentage?An amount of something often expressed as a number out of hundred. It is denoted by the symbol '%'.
25% of 20 = [tex]\frac{25}{100}*20[/tex]
=5
Then the another number is 20+5=25
The percentage to the number 25 becomes 20 is,
[tex]\frac{x}{100} *25=20[/tex]
⇒x=[tex]\frac{20}{25} *100[/tex]
⇒x=80%
Hence, the missing number is 20 and the missing percentage is 80%.
Learn more about percentage here:
https://brainly.com/question/13450942
#SPJ1
6, Jason and David are having a competition to see who can earn the most money in one month. Jason works as a server at Buffalo Wild Wings and averages 18% tips of each table he serves. Each week his total average sales are $2100. David works at Kohl's and earns a weekly salary of $185, as well as 6% commission on whatever he sells. David's average weekly sales total $3500. Who makes more money in one month?
Answer: First, let's calculate Jason's weekly earnings:
Jason's weekly tips = $2100 * 18% = $378
Jason's total weekly earnings = $2100 + $378 = $2478
Next, let's calculate David's weekly earnings:
David's weekly commission = $3500 * 6% = $210
David's total weekly earnings = $185 + $210 = $395
To find the monthly earnings, we need to multiply their weekly earnings by 4 (since there are 4 weeks in a month):
Jason's monthly earnings = $2478 * 4 = $9912
David's monthly earnings = $395 * 4 = $1580
So, Jason makes more money in one month, earning approximately $9912, compared to David's $1580.
Step-by-step explanation:
The individual who makes more money in a month between Jason and David is David.
Who makes more money in one month?Jason's weekly tips = 18% of $2100
= $378
David weekly salary= $185
David's weekly tips = 6% of $3400
= $210
Total weekly salary of David = $185 + $210
= $395
Total monthly salary of Jason= $378 × 4
= $1,512
Total monthly salary of David= $395 × 4
= $1,580
Therefore, David makes more money than Jason in a week.
Read more on earnings:
https://brainly.com/question/29018756
#SPJ1
Determine whether the formula is explicit or recursive. Then find the first five terms of the sequence.
The formula in this problem is classified as recursive.
The terms are given as follows:
First term: 3.Second term: -8.Third term: 14.Fourth term: -30.Fifth term: 58.How to classify the formula?The features that we are given for the formula are given as follows:
First term.Rule for the nth term considering the (n - 1)th term.Considering that we need the previous term to obtain the nth term, this is an recursive formula.
Then the terms are given as follows:
First term: 3.Second term: -2(3) - 2 = -8.Third term: -2(-8) - 2 = 14.Fourth term: -2(14) - 2 = -30.Fifth term: -2(-30) - 2 = 58.More can be learned about recursive formulas at https://brainly.com/question/27868858
#SPJ1
Please Help ASAP willgive brainliest
Answer:
B, C, D
Step-by-step explanation
bascially flip the figure upside down. whatever was parallel before stays parallel
Find the x-intercept and the y-intercept of x-1=0. Then graph the equation.
Answer:
Step-by-step explanation:
1. the variable 'y' is absent in the equation given in the condition. It means, the given line is vertical. Then
2. if line is vertical, it is parallel to Y-axis, then no y-interception.
3. if to re-write the given equation into x=1, then x-interception is x=1.
4. graph is in the attachment.
Determine the simple interest. The rate is an annual rate. Assume 360 days in a year.
According to the previous sentence, simple interest is equivalent to $157.92.
Just curious: What is it?With only the starting principal and a fixed interest rate, simple yearly interest of government debt interest is calculated. Compounding, which results in borrowers paying tax on both the principal and interest across a number of payment intervals, is not included. To calculate simple interest, multiply the original by the timeframe, rates of return, and duration.
Due to it,
P = $582.09
R = 8.3%
T = 89 days
Now, Simple Interest = P*R*T/100
Simple Interest = 582.09 * 8.3 * 89/100
Simple Interest = 4299.89
Simple Interest would be $4299.89 as a result.
To know more about Simple Interest visit:
brainly.com/question/25793394
#SPJ1
graph this equation on the graph then, use the check step to prove the solution works in both equations. show all work
y = -1/2x + 3
y = 5
check:
The solution that works for both the equations is (-4, 5) and the two lines intersect at this point.
What is system of equations?A system of equations in algebra consists of two or more equations and looks for common answers to the equations. "A set of equations satisfied by the same set of variables is called a system of linear equations."
The given equation are:
y = -1/2x + 3
y = 5
Substitute the value of y in first equation:
5 = -1/2x + 3
5 = -x + 6 / 2
10 = -x + 6
10 - 6 = -x
x = -4
The solution that works for both the equations is (-4, 5) and the two lines intersect at this point.
Learn more about system of equations here:
https://brainly.com/question/90105
#SPJ1
The figure shows a collision between three balls of clay. The three hit simultaneously and stick together. What are the speed and direction of the resulting blob of clay?
The speed and the direction of the resulting blob of clay is 1.4m/s and 57.46 deg below +ve x-axis respectively.
What are vectors?The Latin word for carrier is vector. Points A and B are transported by vectors. The magnitude of the vector is the length of the line connecting points A and B, and the vector's direction is the direction in which point A moves in relation to point B. Other names for vectors are Euclidean vectors and spatial vectors. In many different domains, including mathematics, physics, engineering, and others, vectors are used.
Since there is no external force applied, So using momentum conservation:
Pi = Pf
Since the wreckage is locked onto each other after collision, So their final velocity will be same
m1*v1 + m2*v2 + m3*v3 = (m1 + m2 + m3)*V
m1 = mass of ball1 = 60 g
m2 = mass of ball2 = 20 g
m3 = mass of ball3 = 30 g
v1 = initial velocity of m1 = 4.0 m/sec towards 45 deg South of east = (4*cos(45deg) i - 4*sin(45 deg) j) m/sec
v2 = initial velocity of m2 = 2.0 m/sec towards North = (2.0 j) m/sec
v3 = initial velocity of m3 = 2.9 m/sec towards west = (-2.9 i) m/sec
V = final velocity of blob = x i + y j
So,
60*(4*cos(45deg) i - 4*sin(45 deg) j) + 20*(2.0 j) + 30*(-2.9 i) = (60+20+30)*(x i + y j)
(60*2.83 - 30*2.9) i + (-60*2.83 + 20*2.0) j = 110x i + 110 j
82.8 i - 129.8 j = 110x i + 110y j
By comparing both sides:
x = 82.8/110 = 0.753 i
y = -129.8/110 = -1.18 j
then, final speed will be:
V = 0.753 i - 1.18 j
Part - A
Speed of resulting blob of clay,
|V| = √((0.753)² + (1.18)²)
|V| = 1.4 m/s
Part-B
Direction after collision will be:
Direction = arctan (Vy/Vx) = arctan (-1.18/0.753) = -57.46 deg
Direction = 57.46 deg below +ve x-axis
Hence, the speed and the direction of the resulting blob of clay is 1.4m/s and 57.46 deg below +ve x-axis respectively.
Learn more about vector here:
https://brainly.com/question/29740341
#SPJ4
solve it please it's a math questions
Using the principle of alternate angles we can say that the value of x will be 120°.
What are Alternate angles?The intersection of two parallel lines by a transversal produces alternate angles.
The alternate angles are equivalent when a transversal cuts two parallel lines.
The total of all the angles created on a transverse that are inside either of the two parallel lines is always 180 degrees.
Alternate interior angles for non-parallel lines don't have any special characteristics.
Angles of the same size that are found on opposing sides of the transversal line are known as alternate angles.
So, do not observe the given image:
We know that it is the pair of alternate angles that is equal.
Then, x = 120°.
Therefore, using the principle of alternate angles we can say that the value of x will be 120°.
Know more about Alternate angles here:
https://brainly.com/question/26167358
#SPJ1
Drag each tile to the correct box.
Sequence the steps that an accountant generally follows to prepare a bank reconciliation statement.
there supposed to go in order
The steps that an accountant generally follows to prepare a bank reconciliation statement will be:
Compare the bank statement and the checkbook records to look for differences (if any).Look for outstanding checks paid by the company, but not yet paid by the bank.Look for debit and credit memoranda and make adjustments in the checkbook balance.Look for deposits to look for any deposit missed by either the company or the bank.Post journal entries to make adjustments in the company's records.What is a bank reconciliation statement?A company's prepared bank reconciliation statement demonstrates that the balance of its recorded bank account matches the balance the bank lists.
This report comprises every transaction from a specific time period, including deposits and withdrawals.
Learn more about bank on;
https://brainly.com/question/25664180
#SPJ1
Composition of Functions
f(x)=-4x+9,g(x)=x^(2)-x-10, find the value of fog(5)
Answer: Given f(x) = -4x + 9 and g(x) = x^2 - x - 10, the composition of functions fog(x) is defined as fog(x) = f(g(x)).
To find the value of fog(5), we need to evaluate g(5) first:
g(5) = 5^2 - 5 - 10 = 20
Now that we have g(5) = 20, we can substitute it into f(x) to find fog(5):
fog(5) = f(g(5)) = f(20) = -4 * 20 + 9 = -79
So, the value of fog(5) is -79.
Step-by-step explanation: