The school's track is 1/4 mile long. If Janice can compete each lap in 1/10 of on hour, what is Janice's running speed? Include units of measure.​

It will take 1274  revolutions to cover 1200 meters

The circumference (or) perimeter of a circle = 2πr units. The area of a circle = πr2 square units. Where r is the radius of the circle. The circumference of the circle or the perimeter of the circle is the measurement of the boundary of the circle. Whereas the area of the circle defines the region occupied by the circle.

Given here: The diameter of a child's bicycle wheel is 12 inches.

The diameter of the wheel is 12 inches=0.30 m

∴ circumference=3.14 ×0.3

                           =0.942

Therefore the number of revolutions are = 1200/0.942

                                                                    = 1274

Hence, It will take 1274  revolutions

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Answer:

its 1254 revolutions

Step-by-step explanation:

you multiply 39.3701 by 1200 which gives 47,244.12 and you multiply 12 by 3.14 and that gives 37.68 so you then divide 47,244.12 by 37.68 which will give you a very long decimal including 1253 which becomes rounded to 1254

Answer: D. 1254 revolutions

Answer:

5127658756789587;'70

Answer:

The y-intercept is the vertical line (population of butterflies)

The option C, 5 + 6 + 3 + 4 = 18 and 18 is divisible by 9, so 5,634 is divisible by 9 helps to determine that 5,634 is divisible by 9.

Divisibility rules are certain rules for each number to check whether a number is divisible by a certain number or not.

Here Ann has 5,634 number of beads.

She wants to place the beads in 9 storage boxes such that each box contains same number of beads.

For that, we have to divide 5634 by 9.

Check the divisibility of 5634 in 9.

Divisibility rule of 9 is that if the sum of the digits of a number is divisible by 9, then the given number itself is divisible by 9.

5 + 6 + 3 + 4 = 18

18 is divisible by 9.

So 5634 is divisible by 9.

Hence 5634 is divisible by 9 because of option C.

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2 students did not attend the Sports Day.

In mathematics, a fraction is used to denote a portion or component of the total. It stands for the proportionate pieces of the whole. The numerator and denominator are the two components that make up a fraction.

Given that,

Total number of students in a class = 24

Total number of students chosen for drills = 7/14 = 7/14 *24 = 12

Total number of students chosen for various races = 4/16 = 4/16 *24 = 6

Total number of students chosen for gymnastics= 1/6= 1/6* 24 = 4

Thus, the Total number of students participating in sports day = 12+6+4 = 22

Hence, the Total number of students that did not attend sports day= 24 - 22 = 2

Therefore, 2 students did not attend the Sports Day

Correct question: Out of a class of 24 students, 7/14 of the total students were chosen for drills, 4/16 of the total students were chosen for various races, and 1/6 of the total took part in gymnastics. The rest of them did not attend the Sports Day.

i) How many students did not attend the Sports Day?

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Answer:

X < 5, or 5 > X

Step-by-step explanation:

Open up the parenthesis on the left side

-8 < 32 - 8x

Isolate -8x

- 8 - 32 < -8x
We can rewrite the inequality to make it easier to solve

-8x > -8 - 32

-8x > -40

Now solve for X, keep in mind you must switch the inequality sign when dividing by negatives

x < 5

Answer:

(-127)-62-(-15)

Open the bracket

-127-62+15

Bodmas rule(addition first)

-127-47=-174

Answer:

C

Step-by-step explanation:

[tex]-12<4x \leq 8 \\ \\ -3<x \leq 2[/tex]

Answer:

[C] x > -3 and x ≤ 2

Step-by-step explanation:

[tex]\mathrm{Given:}-9 < 4x+3\leq 11[/tex]

[tex]\mathrm{{If}\:a < u\le \:b\:\mathrm{then}\:a < u\quad \mathrm{and}\quad \:u\le \:b}[/tex]

[tex]-9 < 4x+3\quad \mathrm{and}\quad \:4x+3\le \:11[/tex]

[tex]\mathrm{solving\;the\;first\;one}:-9 < 4x+3[/tex]

[tex]\mathrm{Switch\:sides}[/tex]

[tex]4x+3 > -9[/tex]

[tex]\mathrm{subtract\;3\;from\;both\;sides}:\\4x > -12[/tex]

[tex]\mathrm{Divide\:both\:sides\:by\:}4\\\\\frac{4x}{4} > \frac{-12}{4}[/tex]

[tex]x > -3[/tex]

[tex]\mathrm{Now\;with\;the\;second\;one}:4x+3\le \:11[/tex]

[tex]\mathrm{subtract\;3\;from\;both\;sides}:\\4x\le \:8[/tex]

[tex]\mathrm{Divide\:both\:sides\:by\:}4[/tex]

[tex]\frac{4x}{4}\le \frac{8}{4}[/tex]

[tex]x\le \:2[/tex]

Therefore, the answer is [C] x > -3 and x ≤ 2

RevyBreeze~

The base of a logarithm must be a positive real number and not equal to 1 because logarithms are defined as the inverse operation of exponentiation. The base must be a positive real number to be able to raise it to the power of the argument and not equal to 1 to get a meaningful result.

The base of a logarithm represents the number that is being raised to a certain power to produce the argument of the logarithm. If the base of a logarithm is not a positive real number, it is not possible to perform this inverse operation.

For example, if the base of a logarithm is 0, it would mean that the argument of the logarithm is being raised to the power of 0, which is always 1. Therefore, the logarithm would be 0 for any argument, which does not provide any useful information.

The base of a logarithm must be a positive real number and not equal to 1 because it is not possible to raise 1 to any power to produce any value other than 1. Therefore, a logarithm with base 1 is not a meaningful concept.

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The dimensions of the rectangle will be -

x {length} = 39 ft

y {width} = 15 ft

The area of a rectangle is -

Area = Length x Breadth

A = L x B

Given is the perimeter of a rectangle is 108 ft. Also the length is 24 ft more than the width.

We can write the length is equivalent to -

x {length} = y {width} + 24

The perimeter will be -

2(x + y) = 108

x + y = 54

y + 24 + y = 54

2y = 30

y {width} = 15 ft

Then, we can write the length as -

x {length} = 15 + 24 = 39

x {length} = 39 ft

Therefore, the dimensions of the rectangle will be -

x {length} = 39 ft

y {width} = 15 ft

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Answer:

x = √22

Step-by-step explanation:

This is a right triangle.

In right triangles the sum of square value of legs is equal to the square value of hypotenuse:

[tex]( { \sqrt{11}) }^{2} + ( \sqrt{11} {)}^{2} = {x}^{2} [/tex]

[tex]11 + 11 = {x}^{2} [/tex]

√22 = x

Given:

The triangle FCP is reflected across the line x = 4.

See the attached with both FCP and F'C'P' triangles shown.

The x-coordinates are 1 unit apart from the x = 4 line, hence the new coordinates are 2 units less or greater than the original one and the y-coordinates remain as is.

Reflected points:

Answer:

F' = (5, -5)

C' = (5, -4)

P' = (3, -4)

Step-by-step explanation:

When an object is reflected over a vertical line, the x-value changes but the y-value does not change.

To reflect points across x = 4, determine the distance of the x-value of each of the points to the line of reflection by subtracting 4 from the x-values:

Point F is located 1 unit to the left of the line of reflection.  Therefore, the reflection of this point is 1 unit to the right of the line of reflection.  So the reflection of point F is 2 units to the right of point F:

As point C has the same x-value as point F, the x-value of its reflection in the line of reflection will be the same as point F:

Finally, point P is located 1 unit to the right of the line of reflection.  Therefore, the reflection of this point is 1 unit to the left of the line of reflection.  So the reflection of point P is 2 units to the left of point P:

Answer:

$24833.83

Step-by-step explanation:

the equation for interest is A=P(1+r/n)^nt

plugging the numbers you have in, 28000=P(1+ .02/365)^ 365(6)

then you get 28000=P(1.000054795)^2190

then divide 28000 by (1.000054795)^2190 to get P alone

P=24833.82779

rounded to the nearest dollar would be $24833.83

Answer: Kaye is 4 years old

Step-by-step explanation:

Paula is 10 less than thrice of Kaye's age. two years from now, Paula's age is twice Kaye's present age. how old is Kaye now?  Let Kaye's age now be x years Paula is 10 less than thrice of Kaye's age =3x-10   TWO YEARS LATER  Paula,s age = (3x-10)+2 = 3x-8 3x-8 =x 2x=8 x=4  Kaya,s age = 4 years

The solution of the given quadratic equation is x = 1/3 or -3.

The given quadratic equation is 3x^2 + 8x - 3 = 0.

Multiplying the coefficient of the first term and the last term, we get:

3 x 3 = 9

Factors of 9 are:

1 and 9

3 and 3

We choose 1 and 9 as these factors, when subtracted give us the middle term.

Hence, we can write 3x^2 + 9x - x - 3 = 0

3x (x+3) -1 (x+3) = 0

(3x -1) (x+3) = 0

x = 1/3 or -3

The question is incomplete, the complete question is:

Find the solution of the quadratic equation 3x^2 + 8x - 3 = 0.

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Answer: X=4

Step-by-step explanation:

.5x=-x+6

1.5x=6

x=4

You are not going out of the same time for the same thing

Step-by-step explanation:

Uhgvhddfd dtcgxgstdd fhfgyfeywc

Gjufchhjjjjujch

To expand or contract, we say something has "dilated. Every point's coordinates in the initial triangle are multiplied by the scale factor if it is 2, which multiplies each point's coordinates by 2.

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C. Obtuse Angle refers to an angle whose measure is between 90 degrees and 180 degrees.

An acute angle measure less than 90 degrees, a right angle is exactly 90 degrees and a straight angle is 180 degrees.

The general equation to find centre of a circle is ( x - h )^2 + ( y - k )^2 = r^2, where ( h, k ) is the center and r is the radius.

The location of a moving point on a plane such that its separation from a stationary point on the plane remains constant or fixed is described as a circle. The centre of the circle is the name given to the fixed point

A circle's centre and radius make up its 2D shape. Knowing the circle's centre and radius allows us to draw any circle. The number of radii that a circle can have is unlimited. The intersection of all the radii constitutes the centre of a circle. It is also known as the centre of the circle's diameter.

The general equation of a circle is another name for the centre of circle formula. If the radius is r, the center's coordinates are (h,k), and any point on the circle is (x,y), the centre of the circle formula is as follows:

(x - h)2 + (y - k)2 = r2

2 = r2

Also known as center of the circle equation. we'll use this formula to determine a circle's equation or centre.

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The above computation is called a Long Division Method of carrying out Mathematical Division.

The original question form above requires that the student divides 896 by 29. When using the long division method, 896 is called the Dividend while 29 is the Divisor.

30 is the Quotient while 26 is the remainder. Thus, 896 divided by 29 will yield 30 with a remainder of 26.

The way it works is:

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The equation that represents the number of absent students is:

30 - 26 = a

so a = 4, there are 4 absent students.

We know that there are 30 students in a given class, and particularly, today there are 26 students present.

We want to find an equation that gives the number of students absent, and that would be equal to the difference between the total number of students (30) and the number of present students (26)

Then we will get the equation:

30 - 26 = a

Solving that we get:

30 - 26 = a

4 = a

There are 4 absent students.

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The exponential value of a number is equivalent to the number which is multiplied by itself a particular set of times.

When we represent a number in the exponential form then we can say that its power has been raised by an exponent. The exponential form is an easier way of representing repeated multiplication involving base and exponents.

The number which is multiplied by itself is called the base and the number of times it is to be multiplied is the exponent.

For example, If we have to write the exponential form of a×a×a×a×a, we can write it as a base and the number of a's as the power that is

a×a×a×a×a = a⁵

Where

a is the base

5 is the power of a

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The account balance at the end of the month is $-1.04.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that Josiah's monthly bank statement showed the following deposits and withdrawals: $94.57, -−$87.78, -−$16.36, -−$64.92, $10.73 If Josiah's balance in the account was $62.72 at the beginning of the month.

The balance after the end of the withdrawal and deposits will be,

Account balance = $62.72 + $94.57−$87.78−$16.36−$64.92 + $10.73

Account balance = $-1.04

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Since the globe is in a shape of a sphere, the radius of the globe with a given volume of 904.78 in.³ is equal to 6 in .

The sphere is a three-dimensional form that is sometimes referred to as a circle's second cousin. A sphere is a solid form that is circular, without borders. Examples of spherical shapes include a playing ball, a balloon, and even light bulbs.

The formula for calculating the volume of a sphere is given by,

Volume of a sphere (V) = [tex]\frac{4}{3} \pi r^{3}[/tex] .

Where [tex]\pi[/tex] = 3.14 and r is the radius of the sphere.

Given information in the question,

volume of a sphere(V) = 904.78 in.³

Radius (r) = ?

To find the radius of the sphere, using the formula for volume of sphere,

Volume of a sphere (V) = [tex]\frac{4}{3} \pi r^{3}[/tex] .

or, 904.78 =  [tex]\frac{4}{3} \pi r^{3}[/tex]

Therefore, r = 6 in.

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Since x is 1 and BD=7x -10, BC = 4x-29, and CD=5x-9, the values of BD, BC, and CD are 4 and 21, respectively.

An introduction to mathematics tool is the number line, which is a visual depiction of real numbers. It is a representation of an intensity line. Each precise figure is taken to symbolize a point on the real number, and each precise figure is taken to indicate a point. On a number line, distances between increments are equal. A train's values can only be answered in the way that is specified by those numbers. The question that coincides with the number will define how it is used. B: Speak your mind.

given

BD = BC + CD

7x - 10 = 4x-29 + 5x-9

x = 2

Since x is 1 and BD=7x -10, BC = 4x-29, and CD=5x-9, the values of BD, BC, and CD are 4 and 21, respectively.

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Answer: 0.83,0.82,0.8

0.5( -3)(-2x - 1/3+ 4 + 8x) and -1.5(12x -7) expressions are not equivalent

given that

first expression = 0.5( -3)(-2x - 1/3+ 4 + 8x)  and

second expression =-1.5(12x -7)

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.

now we need to solve the first expression

0.5 (-3)(-2x - 1/3+ 4 + 8x)

= 0.5 (-3)(-1/3 + 4 + 6x)

= -1.5(6x + 11/3)

first expression is not equivalent to second expression

0.5( -3)(-2x - 1/3+ 4 + 8x) ≠ 1.5(12x -7)

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The measure of central tendency that is likely to vary least between the first and second samples of 30 scores is the median.

The median is less affected by outliers and variations in the sample compared to the mean and mode, making it less likely to vary between samples.

The median is a measure of central tendency that represents the middle value of a dataset when it is ordered by value. It is a robust statistic, which means that it is not easily affected by outliers or variations in the sample. This is because the median only looks at the middle value of a dataset, and does not take into account the values of the entire dataset, unlike the mean.

The mode, on the other hand, is the value that appears most frequently in a dataset. It is affected by variations in the sample because it is based on the frequency of values. A different sample of the same population may have a different distribution of values, resulting in a different mode.

The mean is the sum of all the values in a dataset divided by the number of values. It is affected by outliers, as a single large or small value can greatly affect the mean. In small samples, the mean can be affected by small variations in the sample.

In conclusion, since the median is based only on middle value of the sample, it is less affected by variations in the sample and outliers, making it less likely to vary between samples.

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