Answer:
6 days
Step-by-step explanation:
Given
Zoe
Sold out = 12
Rate = 2 daily
Josiah
Sold out = 0
Rate = 4 daily
Required
Determine when they sell the same number of tubs
Represent days with d
The number of tubs sold in any give day can be calculated using:
Tubs = Sold out + Rate * Number of days
For Zoe:
Expression: 12 + 2 * d
Expression: 12 + 2d
For Josiah
Expression: 0 + 4 * d
Expression: 4 * d
Expression: 4d
Next, we equate both expressions to get the number of days
4d = 12 + 2d
Collect like terms
4d - 2d = 12
2d = 12
Solve for d
d = 12/2
d = 6
Hence, it'll take 6 days
Find the gradient of the line that passes through the points
(5, 1) and (2, -5)
❤❤❤❤❤❤❤❤❤❤❤❤❤❤
Suppose :
a = ( 5 , 1 ) and b = ( 2 , - 5 )
______________________________________
We have following equation to find the slope of the line using two points :
[tex]slope = \frac{y(b) - y(a)}{x(b) - x(a)} \\ [/tex]
Now just need to put the coordinates in the above equation ;
[tex]slope = \frac{ - 5 - 1}{2 - 5} \\ [/tex]
[tex]slope = \frac{ - 6}{ - 3} \\ [/tex]
Negatives simpliflies
[tex]slope = \frac{6}{3} \\ [/tex]
[tex]slope = \frac{3 \times 2}{3} \\ [/tex]
[tex]slope = \frac{2}{1} \\ [/tex]
[tex]slope = 2[/tex]
❤❤❤❤❤❤❤❤❤❤❤❤❤❤
A square plot of land will be fully used for a square swimming pool with a 5 foot wide walkway around it. The area of the entire plot, including the walkway, is A square feet. Which expression gives the length of the pool?
Answer:
The expression that gives the length of the pool is [tex]\sqrt{A}[/tex] - 5
Step-by-step explanation:
Assume that the length of the pool is x feet
∵ The length of the pool is x feet
∵ The wide of the walkway around the pool is 5 feet
∴ The total length of the pool with the walkway = (x + 5) feet
∵ The area of the entire plot, including the walkway, is A square feet
∴ The area of the entire plot, including the walkway = A feet²
∵ The area of the square = (length)²
→ Substitute the length by (x + 5)
∴ The area of the entire plot, including the walkway = (x + 5)² feet²
→ Equate it by A
∴ A = (x + 5)²
→ To find x take square root for both sides
∵ [tex]\sqrt{A}[/tex] = [tex]\sqrt{(x+5)^{2}}[/tex]
→ Cancel the square root of the right side by power 2
∴ [tex]\sqrt{A}[/tex] = x + 5
→ Subtract 5 from both sides
∵ [tex]\sqrt{A}[/tex] - 5 = x + 5 - 5
∴ [tex]\sqrt{A}[/tex] - 5 = x
→ x represents the length of the pool
∴ The length of the pool is [tex]\sqrt{A}[/tex] - 5 feet
∴ The expression that gives the length of the pool is [tex]\sqrt{A}[/tex] - 5
The length of the pool will be √A-10.
What is area?Area is defined as the total space taken up by a flat surface or shape of an object.
Given that, A square plot of land will be fully used for a square swimming pool with a 5-foot wide walkway around it. The area of the entire plot, including the walkway, is A square foot.
The area of a square is side².
Let the side of the walkway be (x+10)
A = (x+10)²
√A = x+10
x = √A-10
Hence, The length of the pool will be √A-10.
Learn more about area;
https://brainly.com/question/27683633
#SPJ5
If you’re super bored and not dry click here!
Answer:
........
Step-by-step explanation:
(5m +1)(5m-1) factoring the difference of squares. I NEED HELP
Answer:
This can't be further factored. It can also be written as (25m² - 1)
Step-by-step explanation:
It's factored as much as it can be already ^^
A rectangular swimming pool has a length of 50m and a breadth of 30m. During a swimming proficiency test, Ethan has to swim from one corner of the pool to the opposite corner. Find the distance Ethan has to swim.
Use the Pythagorean theorem to find the diagonal.
Diagonal = sqrt( 50^2 + 30^2)
Diagonal = sqrt(2500 + 900)
Diagonal = sqrt(3400)
Diagonal = 58.309 meters ( round as needed)
I was absent for a while and have no idea what the heck is going on yes I said heck but id love the help Will mark the branlyiest.
Answer: what do u need help in ?
Step-by-step explanation:
A group of college students developed a solar-powered car and entered it in a race. The car travels at a constant speed of 100 meters per 4 seconds. A solar-powered car on a racetrack.
A. What representation can show the distance the car will travel over time?
B. What expression can show the distance the car will travel over time?
C. Compare the representation and the expression. Which shows the distance traveled over time more clearly? Explain.
Answer:
A) Distance time graph
B) d(t) = 25t
C) The expression shows the distance more clearly.
Step-by-step explanation:
A) A distance time graph as seen in the attachment provides a representation of the distance travelled.
We are told the car travels at a constant speed of 100 meters per 4 seconds. Which means that 100 m for each 4 hours. So, for 200m, it's 8 hours like seen in the graph and for 300m,it's 12 hours as seen in the graph.
B) And expression for the distance is;
d = vt
Where;
d is distance in metres
v is speed in m/s and t is time
We are told that the car travels at a constant speed of 100 meters per 4 seconds.
Thus, v = 100/4 = 25 m/s
Distance travelled over time is;
d(t) = 25t
C) Looking at both A and B above, it's obvious that the expression of the distance shows a more clearer way of getting the distance because once we know the time travelled, we will just plug it into the equation and get the distance. Whereas, for the representation form, one will need to longer graphs if the time spent is very long.
If n = 5.3 cm and p = 6.25 cm, what is the measure of angle ?
Answer:
Hope this helps can I get brainliest I need to rank up :))))
Step-by-step explanation:
32° ... If he is standing 15 feet from the base of the pole, about how tall is the.
Answer:
58
Step-by-step explanation:
find f'(x) for f(x) = -8x2-5x-4
Thank you :)
Answer:
Step-by-step explanation:
Use the constant, constant multiple, and power rules for derivatives: bring down the exponent and multiply it by the constant, then replace it with an exponent that is 1 less than what it was. The derivative of
[tex]f(x)=-8x^2-5x-4[/tex] would look like this:
[tex]f'(x)=-8(2)x^1-5-0[/tex] simplifying to
[tex]f'(x)=-16x-5[/tex]
Please help me! IT WOULD BE AMAZING IF YOU CAN!
Answer:
x<3 or x>5
Step-by-step explanation:
doesn't equal when there are open dots and x must be greater than 5
how do you write 8.4 in scientific notations
Answer:
To write as a scientific notation in this problem, just make something 0.0 x 10n
In this case, this is 8.9. Then, think about how many 10s have to be multiplied to make 8900.
It's three!
Move the decimal point left to 3 places to make 5.78. Then, n is the number of decimal places you moved:3
Same goes to the case 0.034. You need to make something 0.0 x 10n
Hence, move the decimal point right to 2 places to make 3.4. How many decimal places did you move?Two!
But because you went right to make it from 0.034 to 3.4, n becomes -2(the number got 100 times smaller).
Just don't forget to add that negative sign after you have solved a problem involving a number smaller than 1.
Step-by-step explanation:
Hope this helps you.
:)
Ram has three times as many Rupees to coins as he has rupees 5 coins if he has in all a sum of rupees 77 how many coins of Rupee 2 does he have
9514 1404 393
Answer:
21 coins of ₹2
Step-by-step explanation:
Let x represent the number of ₹2 coins, and y the number of ₹5 coins. Then the total value of the coins is ...
2x +5y = 77
and the relationship between numbers of coins is ...
x = 3y
Substituting for x, we have ...
2(3y) +5y = 77
y = 77/11 = 7 . . . . simplify, divide by the coefficient of y
x = 3(7) = 21 . . . . find x from the second equation
Ram has 21 of the ₹2 coins.
Explain why 49 has two possible square roots
Answer:
Every positive number has 2 square roots, one positive and another one is negative. Square root of 49 is ±7, because you can obtain 49 by multiplying two 7's or two (-7)'s.
Step-by-step explanation:
Answer:
49 has 2 possible square roots +7 and -7
Step-by-step explanation:
49 has 2 possible square roots because 7x7=49
And -7 x -7 = 49
A negative times a negative equals a positive, so when you take the square root of 49, it is impossible to tell if 49 was the result of -7 x -7 or +7 x +7. Therefore, the square root of 49 has two possible answers.
Write a fraction that is equivalent to 3/5
that has a denominator of 20.
Answer:
12/20
Step-by-step explanation:
Use the number line. Enter the integer value that point D represents.
Number line from -10 to 10 with 20 tick marks. Point D is 1 tick mark to the left of 5.
Given:
A number line from -10 to 10 with 20 tick marks.
Point D is 1 tick mark to the left of 5.
To find:
The integer value that represents point D.
Solution:
A number line from -10 to 10 with 20 tick marks. It means, each mark represents the integer values from -10 to 10.
We know that, as we move towards left on a number line the value decreases and as we move towards right the value increases.
Point D is 1 tick mark to the left of 5. It means, point D represents the integer value which is 1 less than 5.
[tex]5-1=4[/tex]
Therefore, point D represents the integer 4.
6. Find the slope of the given line. Write your answer in simplest form. 7
Answer
(7),(14)
Step-by-step explanation:
7
14
7x2=14
anyone know how to solve this please?
Answer:
y = √55
Step-by-step explanation:
from the Euclidean theorem
y^2 = CB × AC
y^2 = 5 × 11
y^2 = 55
y = √55
Which of the following must be true in order to write a bi-conditional statement?
A.) the conditional statement
B.) both the conditional statement and its converse
C.) the converse of the conditional statement
D.) neither the conditional statement nor its converse
Answer: B.) both the conditional statement and its converse .
Explanation: In order to create a bi-conditional statement, you first need to write a conditional statement and then write the converse of that conditional statement. Finally, you use the if and only if statement structure to combine the conditional statement and its converse.
The required solution is both the conditional statement and its converse.
It is required to choose the correct statement.
What is conditional statement ?A conditional statement is a statement that can be written in the form “If P then Q,” where P and Q are sentences. For this conditional statement, P is called the hypothesis and Q is called the conclusion. Intuitively, “If P then Q” means that Q must be true whenever P is true.
Given:
In order to create a bi-conditional statement, you first need to write a conditional statement and then write the converse of that conditional statement. Finally, you use the if and only if statement structure to combine the conditional statement and its converse.
Biconditional Statement Examples:
The polygon has only four sides if and only if the polygon is a quadrilateral.
Therefore, the required solution is both the conditional statement and its converse .
Learn more details about conditional statement here:
https://brainly.com/question/18152035
#SPJ2
What is the domain and range of f(x)= |x-1| +2 ?
Help!!!!
Lucia draws a square and plots the center of the square, She claims that any rotation about
the center of the square that is a multiple of 45° will carry the square onto itself
Which statement best describes Lucia's claim?
A. Lucia's claim is correct since any rotation that carries a square onto itself is a multiple of 45°,
B. Lucia's claim is correct since any rotation that is a multiple of 45° carries a square onto itself
C. Lucia's claim is incorrect since not all rotations that carry a square onto itself are multiples of 45,
D. Lucia's claim is incorrect since not all rotations that are multiples of 45° carry a square onto itself
Answer:
The 2 si right
Step-by-step explanation:
We want to study the symmetry of a square and which rotations carry the square into itself.
We will see that the correct option is the last one:
Not all rotations of multiples of 45° carry the square into itself.
Here we have the claim:
" any rotation about the center of the square that is a multiple of 45° will carry the square onto itself"
And we want to see if this is true or not.
What we can try to do, is find a counterexample to see if this is false.
Let's draw a square, then make a point in the center of it, and draw a segment between the center and the right side.
Now rotate that segment around the center of the square (and along with it, the whole square) by 45°.
(note that 45° is a multiple of 45°).
Doing this, you will see that this rotation does not rotate the square into itself.
So the correct option is D, not all rotations of 45° rotate the square into itself. While rotations of 90°, 180°, 270°, etc... will map the square into itself, we just found an example of a rotation of a multiple of 45° that does not do it.
An image of the rotation can be seen below:
If you want to learn more, you can read:
https://brainly.com/question/11392539
The blue dot is at what value on the number line? Pls help me??
Answer:
8
Step-by-step explanation:
Mr. Smith is paid $9.50 per hour for fixing watches. write an expression for the amount of money Mr.smith earns in h hours.
In addition to his hourly rate, Mr. smith is paid $2.20 for each watch he fixes. Write an expression for his income if he fixes r watches per hour.
Answer:
9.5h, 2.2r+9.5h
Step-by-step explanation:
Answer:
B & D
TRUST ME IT'S CORRECT I GUESSED AND GOT IT RIGHT
how do I factor trinomials of a form ax^2+bx+c when a=1
In one paragraph
Answer:
Trinomials in the form [tex]x^2+bx+c[/tex] can often be factored as the product of two binomials.Step-by-step explanation:
As we know that a polynomial with three terms is said to be a trinomial.
Considering the trinomial of a form
[tex]ax^2+bx+c[/tex]
As
a = 1
so
[tex]x^2+bx+c[/tex]
Trinomials in the form [tex]x^2+bx+c[/tex] can often be factored as the product of two binomials.For example,
[tex]x^2+7x+10[/tex]
[tex]=\left(x^2+2x\right)+\left(5x+10\right)[/tex]
[tex]=x\left(x+2\right)+5\left(x+2\right)[/tex]
[tex]\mathrm{Factor\:out\:common\:term\:}x+2[/tex]
[tex]=\left(x+2\right)\left(x+5\right)[/tex]
Therefore, Trinomials in the form [tex]x^2+bx+c[/tex] can often be factored as the product of two binomials.
A middle school contains sixth, seventh, and eighth graders. Each grade level contains approximately the same number of students. The principal wants to find the answer to a survey question affecting each student in the school. He asks a sample group "What time do you get up in the morning?" Which of these characteristics define the best sample?
Answer:
the options are missing, so I looked for a similar question and found these options:
one student chosen at random from each grade level an equal number of students chosen at random from each grade level the first 10 students from each grade level to arrive at school in the morning all students arriving on one busthe answer is: an equal number of students chosen at random from each grade level
Step-by-step explanation:
A good sample must be random and representative of all the population. In this case, the population is all the kids that go to middle school. A good sample would need to be taken at random and all the students should have equal opportunity to be chosen, and the three grades must be included in the same proportion.
Answer:
one student chosen at random from each grade level
(A)
Step-by-step explanation:
Gears A and B turn together. Gear A turns 20 times when
Gear B turns 30 times. When Gear A turns 60 times,
how many times does Gear B turn? Show your work
Answer: Gear B turns 90 times when gear A turns 60 times
Step-by-step explanation: To solve this you just 30x3=90
What is the vertex of the parabola: y=2(x-3)2^+4
Answer:
Vertex: (3,4)
Step-by-step explanation:
Vertex form of the quadratic equation
The vertex form of the quadratic function has the following equation:
[tex]y=a(x-h)^2+k[/tex]
Where (h, k) is the vertex of the parabola that results when plotting the function, and a is a coefficient different from zero.
The parabola is given as:
[tex]y=2(x-3)^2+4[/tex]
Comparing with the equation:
a=2, Vertex: (3,4)
The graph of the parabola is shown in the image below
What is the solution to this inequality?
-13x < 65
Answer:
x > -5 or x = (-5, + oo)Step-by-step explanation:
-13x < 65x > - 65/13x > -5x = (-5, + oo)Can someone please help me??!
Answer:
3
Step-by-step explanation:
Rise over run. [tex]\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]. Say the two y points are 4 and 2 and the two x points are 10 and 4. [tex]\frac{10-4}{4-2}[/tex] which is [tex]\frac{6}{2}[/tex]. [tex]\frac{6}{2}[/tex] simplifies to [tex]\frac{3}{1}[/tex].
Please help me
23+25
I’m not good at adding a whole bunch of digits
Answer:
Can't tell if this is a joke or not but eh
23+25=48
Step-by-step explanation:
Answer:
48 is the sum of 23+25
explanation
Determine the equation of the line that passes through the given points. (3,18) and (8,33)
Answer:
[tex]y=3x+9[/tex]
Step-by-step explanation:
We want to determine the equation of the line that passes through the points (3, 18) and (8, 33).
First, let’s determine the slope. We can use the slope formula:
[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]
We will let (3, 18) be (x₁, y₁) and (8, 33) be (x₂, y₂). Then it follows that:
[tex]\begin{aligned} m&=\frac{33-18}{8-3} \\ m&=\frac{15}{3} \\ m&=3\end{aligned}[/tex]
Hence, the slope is 3.
Now, we can use the point-slope form:
[tex]y-y_1=m(x-x_1)[/tex]
We will substitute 3. for m. We can use either of the two points for (x₁, y₁) but let’s let (3, 18) be (x₁, y₁) for consistency. Thus:
[tex]y-18=3(x-3)[/tex]
Then it follows that:
[tex]\begin{aligned} y-18&=3x-9 \\ y&=3x+9 \end{aligned}[/tex]
Therefore, our equation is:
[tex]y=3x+9[/tex]