Answer:
3/10ths is bigger
Step-by-step explanation:
Nya rode her bike about 2 ½ miles in ¼ hour. What was her average speed in miles per hour?
Nya's average speed was 10 miles per hour.
What is the speed, distance, and time?
Speed, distance, and time are related concepts in physics that are used to measure and describe motion.
Speed is a measure of how fast an object is moving. It is typically measured in units of distance per unit of time, such as miles per hour or kilometers per hour. Speed can be calculated using the formula:
Speed = Distance / Time
To find Nya's average speed in miles per hour, we need to divide the distance she traveled by the time it took her to travel that distance.
Average speed = distance/time
We know that Nya rode her bike 2 ½ miles in ¼ hour. To use these measurements in the formula, we need to convert the units to the same unit of measurement. In this case, we need to convert the distance to miles and the time to hours.
Average speed = (2.5 miles) / (0.25 hour)
To find out the speed in miles per hour, you need to multiply by the conversion factor 1 hour/60 minutes, so
Average speed = (2.5 miles) / (0.25 hour) * (1 hour/60 minutes)
Average speed = (2.5 miles) / (0.25 hour) * (4)
Average speed = 10 miles per hour.
Hence, Nya's average speed was 10 miles per hour.
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You could take a 15-week, three credit college course, which requires 10 hours per week of your time for $740 per credit hour in tuition. Or during those hours you could have a job paying $10 per hour. What is the net cost of the class compared to working? Based on your answer and the fact that the average college graduate earns nearly $28,000 per year more than a high school graduate, write a few sentences giving your opinion as to whether the college course is a worthwhile experience.
The cost of the class would be $740 x 3 = $2220. If you were to work instead, at $10 per hour for 10 hours per week for 15 weeks, you would earn $1500. So, the net cost of the class would be $2220 - $1500 = $720.
In general, a college degree can lead to higher earning potential and greater career opportunities, so in most cases, it can be considered a worthwhile investment. However, the decision to take a particular class should be based on individual circumstances and goals. If the class is relevant to your future career aspirations and you can afford the cost, it may be a good investment. However, if the class is not directly related to your career goals, or you are not able to afford the cost, it may not be worth it.
PLEASEEE HELP I NEED ONE MORE
The solution of the function is as follows:
(f o g)(x) = 16x² + 17x + 1
(g o f)(x) = 4x² + 36x + 1
How to solve composite function?Composite functions are when the output of one function is used as the input of another.
Therefore, let's solve the composite functions as follows:
f(x) = x² + 9x
g(x) = 4x + 1
Therefore,
(f o g)(x) = f(g(x))
Therefore,
f(g(x)) = (4x + 1)² + 9x = (4x + 1)(4x + 1) + 9x = 16x² + 4x + 4x + 1 + 9x = 16x² + 17x + 1
(g o f)(x) = g(f(x))
g(f(x)) = 4(x² + 9x) + 1 = 4x² + 36x + 1
Therefore,
(f o g)(x) = 16x² + 17x + 1
(g o f)(x) = 4x² + 36x + 1
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A farmhouse shelters 23 animals. Some are goats and some are ducks. Altogether there are 58 legs. How many of each animal are there?
There are 6 goats and 17 ducks present in the farmhouse
How to calculate the number of goats and ducks ?Let x represent the number of goats
Let y represent the number of ducks
x + y= 23....equation1
Goats have 4 legs and ducks have 2 legs
4x + 2y= 58.......equation 2
From equation 1
x + y= 23
x= 23-y
Substitute 23-y for x in equation 2
4(23-y) + 2y = 58
92- 4y + 2y= 58
92-2y= 58
-2y= 58-92
-2y= -34
y- 34/2
y= 17
Substitute 17 for y in equation 1
x + y= 23
x + 17= 23
x= 23-17
x= 6
Hence there are 6 goats and 17 ducks in the farmhouse shelter
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Ridge City is smaller than Peak City. Desert City is smaller than Peak City but larger than Ridge City. Peak City is smaller than Oak City. Which city is the largest?
Answer:
Desert city is the largest city.
The general strategy for solving an equation of the form x/a=b is to?
We have discussed the general strategy for solving an equation of the form x/a = b.
What is an equation?
An equation is a mathematical statement that shows that two expressions are equal. An equation is composed of two sides, separated by an equal sign (=), with each side containing one or more variables, numbers, and/or mathematical operations.
The general strategy for solving an equation of the form x/a = b is to:
Multiply both sides of the equation by a, in order to cancel out the fraction on the left side. This will isolate the variable x on one side of the equation.
Simplify the equation by combining like terms if necessary.
Check the solution by substituting it back into the original equation and verifying that it makes the equation true.
For example, consider the equation x/2 = 4
Multiply both sides by 2: x/2 * 2 = 4 * 2
x = 8
To check the solution, substitute it back into the original equation: x/2 = 4, 8/2 = 4. The equation is true, so x = 8 is the correct solution.
It's important to keep in mind that when solving equations, it is important to follow the order of operations, and also to be careful when dividing or multiplying by zero.
Hence, we have discussed the general strategy for solving the equation.
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Select the correct answer . Which property of equality was used to solve this equation ? - 5x = 4; (- 5x)/- 5 = 4/- 5; x = - 4/5
The property of equality that was used to solve the equation is the division property of equality
Determining the property of equalityFrom the question, we are to determine the property of equality that was used to solve the given equation
From the given information,
The equation is
-5x = 4
and
The solution is
(- 5x)/- 5 = 4/- 5
x = - 4/5
From the solution step, we can observe that both sides of the equation were divided by -5.
Thus,
The property of equality that was used is the division property of equality
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↑
A certain type of concrete mix is designed to withstand 3000 pounds per square inch (psi) of pressure. The concrete is poured into casting cylinders and allowed to set for 28 days. The
concrete's strength is then measured. The following data represent the strength of nine randomly selected casts (in psi). Compute the mean, median, and mode strength of the
concrete (in psi).
3960 4050 3170 3080 2940 3830 4050 4060 3810
Select the com
below:
the answer box to complete your choice
PSI stands for Pounds per Square Inch, and it's the unit of measurement that reflects the air pressure inside your tire.
What is PSI example?For example, a bicycle tire pumped up to 65 psig in a local atmospheric pressure at sea level (14.7 psi) will have a pressure of 79.7 psia (14.7 psi + 65 psi). When gauge pressure is referenced to something other than ambient atmospheric pressure, then the unit would be pound per square inch differential (psid).Pounds per square inchPounds per square inch or PSI is an imperial unit of pressure. Using the imperial units of pounds and square inches, it is a measure of force per unit area. Therefore, 1 PSI is measured as one pound of force applied per one square inch.Given the data representation of the strength of nine randomly selected casts (in psi) as 3960, 4090, 3200, 3100, 2940, 3830, 4090, 4040, 3780.
Mean is the average of the samples
[tex]x={3960+4050+3170+3080+2940+3830+ 4050+4060+3810}[/tex]
x=32950/9
x=3661
is thw sum of the given data
N is the sample size
is the mean
Hence the mean of the data is 3,670psi
MEDIAN
Median is the value at the middle of the data after rearrangement.
On rearranging in ascending order
2940, 3100, 3200, 3,780) 3,830 (3,960, 4040, 4090, 4090
It can be seen that the middle value is 3860. Hence the median of the data is 3860psi.
MODE
Mode is the most occurring data in the dataset. It is the data with the highest frequency. From the data, it can be seen that the only data occurring most (twice) is 4090, hence the modal value is 4090psi
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What is the quotient when 2 x 2 + 4 x – 14 is divided by 2 x
The quotient when 2x² + 4x – 14 is divided by 2x is [tex]x + 2 - \frac{7}{x}[/tex] .
What is Quotient in Division?When two numbers are divided by each other, the result is known as a quotient. For instance, when we divide 8 by 2, the result will be 2, where 2 is the quotient.
As we know division is a mathematical operation that involves dividing items into equal groups. It is represented by the symbol (÷). When we divide a number, the result we ultimately get is the quotient.
Here we have
2x² + 4x – 14 is divided by 2x
=> [tex](2x^{2} + 4x - 14) \div {2x}[/tex]
=> [tex]\frac{(2x^{2} + 4x -14)}{2x}[/tex]
Take 2x as common
=> [tex]\frac{2x(x + 2 - \frac{7}{x} )}{2x}[/tex]
=> [tex]x + 2 - \frac{7}{x}[/tex]
Therefore,
The quotient when 2x² + 4x – 14 is divided by 2x is [tex]x + 2 - \frac{7}{x}[/tex] .
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problem 1.9. (know your theory) write the precise definition of the following: (1) {xn}nn0 is a sequence of reals. (2) give an example of a sequence of rational numbers. (3) (give the recursive definition of) p ` i
1) A sequence of real numbers is an ordered list of real numbers where each number in the list is assigned a specific position or index, usually denoted by n. The sequence is denoted by {xn} n>n0, where xn represents the nth term of the sequence and n ranges from 0 to infinity.
2)An example of a sequence of rational numbers is {2, 1.5, -0.5, -1.25, ...}, where each term in the sequence is a rational number.
3) The recursive definition of the summation of ai is a mathematical formula that defines the nth term of the summation in terms of the previous terms. It is typically denoted as:
∑(i=1)^ni = a1 + (a2 + (a3 + ....(an-1 + an)...)),
Where a1 is the first term of the summation, a2 is the second term, and so on and so forth. This recursive definition is used to calculate the nth term of the summation by adding the previous term to the current term. It is generally used in mathematical induction and recursion.
4)The associative property of summation notation states that the order in which the summation is performed does not affect the final result. In other words, for any three indices a, b, and c, and any sequence of numbers {xn}, the following equation holds:
∑(a=b)c xn = ∑(a=c)b xn = ∑(a=b)c xn
This property allows us to group the terms in a summation in different ways without changing the final result.
5) The translation invariance property of summation notation states that the value of a summation is unchanged when the index of summation is translated (shifted) by a constant value. In other words, for any indices a and b, any constant k, and any sequence of numbers {xn}, the following equation holds:
∑(a=b)xn = ∑(a+k=b+k)xn
This property allows us to shift the index of summation without affecting the final result of the summation.
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Aria invested $40,000 in an account paying an interest rate of 8\tfrac{3}{8}8 8 3 % compounded daily. Olivia invested $40,000 in an account paying an interest rate of 8\tfrac{1}{8}8 8 1 % compounded quarterly. To the nearest hundredth of a year, how much longer would it take for Olivia's money to triple than for Aria's money to triple?
To the nearest hundredth of a year (period), it will take Olivia's money 0.54 years more to triple than Aria's money to triple.
How the period is determined?The additional period it will take Olivia's money to triple than Aria's is determined as the difference between the two investment periods.
The investment periods are computed using an online finance calculator as follows:
Aria Investment:I/Y (Interest per year) = 8.375%
PV (Present Value) = $40,000
PMT (Periodic Payment) = $0
FV (Future Value) = $-120000
Results:
Number of Periods (N) = 4,788.531
= 13.119 years (4,788.531/365) or 13 years and 1 month
Total Interest = $80,000.00
Olivia's Investment:I/Y (Interest per year) = 8.125%
PV (Present Value) = $40,000
PMT (Periodic Payment) = $0
FV (Future Value) = $-120000
Results:
N = 54.633
= 13.65825 years (54.633 quarters/4) or 13 years and 8 months
Total Interest $80,000.00
The difference in investment period:
13.66 - 13.12
= 0.54 years
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Question 39 of 40
Simplify the expression below. If your answer is not a whole number, enter it
as a fraction in lowest terms, using the slash mark (/) as the fraction bar.
8 divided by (4-6) - 15 divided (-5)
Answer: its -1
Step-by-step explanation:
What is the quotient of -4/5-2
Answer:
-1.3
Step-by-step explanation:
The perimeter of the rectangular base of a monument is 230.5 feet. If the width is equal to its length, what are the dimensions of the base?
The width of the base is ____ feet
The length of the base is ____ feet
The width of the base is __57.625__ feet
The length of the base is __57.625__ feet
What is rectangle?A rectangle is a closed two-dimensional figure with four sides. The opposite sides of a rectangle are equal and parallel to each other and all the angles of a rectangle are equal to 90°.
Given,
Perimeter of the rectangular base of a monument is 230.5 feet.
width is equal to its length
Perimeter of rectangle = 2 (length + width)
230.5 = 2 (length + length)
4 length = 230.5
length = 230.5/4
length = 57.625 feet
thus, width = 57.625 feet
Hence,
57.625 feet is the length of rectangular base.
57.625 feet is the width of rectangular base.
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The doctor has ordered a 5% saline solution to be prepared. How many grams of pure drug will be needed to make 115 mL of solution at the 5% strength?
Answer:
(115 x 5) / 100 = 0.575 grams of the pure drug.
Step-by-step explanation:
To make a 5% solution, the concentration of the pure drug is 5 grams per 100 mL of solution.
To find the amount of pure drug needed for a specific volume, such as 115 mL, you can use the formula:
(volume of solution x concentration of pure drug) / 100
So in this case:
(115 x 5) / 100 = 0.575 grams of the pure drug.
This calculation shows that 0.575 grams of the pure drug would be needed to make 115 mL of a 5% solution.
Answer:
5.75 g
Step-by-step explanation:
First calculate 5% of the total amount of solution, 115 ml:
[tex]\implies \sf 5\%\;of\;115\;ml=\dfrac{5}{100} \times 115=5.75\;ml[/tex]
As we have not been told any information about the drug, assume the standard equivalent that 1 ml equals 1 gram. Therefore, the amount of pure drug needed to make 115 ml of solution at the 5% strength is 5.75 g.
Help the picture has everything you need to know 20 points
Answer:
Triangle VWX and triangle IGH are congruent
Step-by-step explanation:
Rewrite (6+3)9 using the distribute property of multiplication over addition
(2)9
6(9)-3(9)
(9)9
6(9)+3(9)
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{(6 + 3)9}\leftarrow\text{Your given equation}\\\mathsf{= 9(6 + 3)}\leftarrow\text{Convert your equation to this to make it easier to solve}\\\mathsf{= 9(6) + 9(3)}\leftarrow\text{What you are looking for because it is your answer to this question}\\\mathsf{= 54 + 27}\leftarrow\text{Making it more easier to solve for the overall answer} \\\mathsf{= 81}\leftarrow\text{This is your overall answer to the whole equation}[/tex]
[tex]\huge\text{Therefore, your answer should be:}[/tex]
[tex]\huge\boxed{\mathsf{Option\ D. \ 6(9) + 3(9)}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
−12x−(12x+4)+12=17x−6(3x+56) [Can someone pls tell me what x equal..]
The value of x is 14.957.
What is an Equation?An equation is the statement of two expressions located on two sides connected with an equal to sign.
The equation is given as,
-12x - (12x + 4) + 12 = 17x - 6(3x + 56)
Since the sign is negative outside the bracket on the left hand side, the signs of terms inside the bracket becomes the opposite of what it has.
-12x - 12x - 4 + 12 = 17x - 6(3x + 56)
Applying the distributive property for the term 6(3x + 56), we get,
-12x - 12x - 4 + 12 = 17x - [(6 × 3x) + (6 × 56)]
-12x - 12x - 4 + 12 = 17x - (18x + 336)
Removing brackets,
-12x - 12x - 4 + 12 = 17x - 18x - 336
Taking all the like terms to separate sides,
-12x - 12x - 17x + 18x = 4 - 12 - 336
-23x = -344
x = -344 / -23
x = 14.957
Hence the value of x for the given equation is 14.957.
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pleasee hellppp
-9=6m+15
solution:
check:
The solution to the equation -9 = 6m + 15 is m = -4.
What is the solution to the given equation?Given the equation in the question;
-9 = 6m + 15
Rewrite the equation as 6m + 15 = -9
Move all terms not containing m to the right side of the equation by subtracting 15 from both sides
6m + 15 - 15 = -9 - 15
6m = -9 - 15
Add -9 and -15
6m = -24
Divide both sides by 6
6m/6 = -24/6
m = -24/6
m = -4
Solution check
Plug m = -4 into the equation and check
-9 = 6m + 15
-9 = 6( -4 ) + 15
-9 = -24 + 15
-9 = -9
Correct.
Therefore, the numerical value of m is -4.
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Which sign makes the following statement true? -1/5 _____ -1/2
The sign that makes the following statement -1/5 _____ -1/2 true is <. Option 1
What are inequalities?Inequalities are simply described as a relation that makes a non-equal comparison between two numbers mathematical expressions.
Inequalities are mostly used in comparing two numbers on the number line based on their size.
Mathematically signs used for the representation are;
< represents less than> represents greater than≤ represents greater than or equal to≥ represents less than or equal toFrom the information given, we have that;
-1/5 is not equal to -1/2
Thjs is so because smaller numbers on the negative side of the number line are greater than the larger numbers.
Thus, the sign is <
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z-2<22 solve the inequality for z
The factor z-8 is less than zero when z<8. Similarly, the factor z-3 is less than zero when z>3. Combining the two solutions,[tex]$z \in(3,8)$[/tex]
.
What is meant by inequality?A connection in mathematics that compares two numbers or other mathematical expressions in an unequal way is known as an inequality. It is most frequently used to compare the sizes of two numbers on the number line. A relationship between two expressions or values that is not equal to each other is known as inequality in mathematics. So inequality emerges from an imbalance. You can solve an inequality by: adding the same amount to each side; taking the same amount away from each side; multiplying or dividing each side by the same positive amount. The inequality symbol needs to be turned around if you multiply or divide each side by a negative number.Given inequality:
[tex]$$z^2-11 z+24 < 0$$[/tex]
Factor the left-hand side.
[tex]z^2-11 z+24 & < 0 \\[/tex]
[tex]z^2-8 z-3 z+24 & < 0 \\[/tex]
[tex]z(z-8)-3(z-8) & < 0 \\[/tex]
[tex](z-8)(z-3) & < 0[/tex]
The factor z-8 is less than zero when z<8. Similarly, the factor z-3 is less than zero when z>3. Combining the two solutions,[tex]$z \in(3,8)$[/tex].
The complete question is,
Solve the following inequality:
[tex]$$z^2-11 z+24 < 0$$[/tex]
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HELP ME OUT PLEASE!!!!!!!
Simplify
Answer:
I believe it is -2a⁶b¹² (the first option)
How to solve the inequality:
-6 > z/-2 +1
The solution to the inequality is z > 14
What is inequality?Mathematical expressions with inequalities include those in which the two sides are not equivalent. Contrary to equations, we assess and contrast two values in inequality. The inequality signs that are used in place of the equal signs are:
Less than (or less than or equal to), Larger than (or greater than or equal to), or Not equal to.Given:
-6 > z/-2 + 1
Rewrite so "z" is on the left side of the inequality.
z/-2 + 1 < -6
Move the negative in front of the fraction.
-z/2 + 1 < -6
Move all terms not containing z to the right side of the inequality.
-z/2 < - 6 - 1
-z/2 < - 7
Multiply both sides by 2
z < -14
Interchange the sign since z cannot be negative;
z > 14
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What is the equation of a line with a slope of 3 and a point (3, 1) on the line?
Express the equation in the form of y-ma+bwhere m is the slope and b is the y-intercept
Enter your answer in the box
Answer: y = 3x - 8
Step-by-step explanation: Given slope m = 3, and point x = 3, y = 1
y -1 = 3(x-3)
y = 3x - 9 + 1
y = 3x - 8
Write in standard form an equation of the line with the given slope through the given point.
Slope=2/5; (6,7)
Answer:
6x+7y=2/5
im not entirely sure if its correct sorry if u get it wrong-
match the volume formula to the description
Answer:
145236 4236. b. fjdjfjfjfjfjdjfjfjfjfjfnfjfjfjfnfjgjfjfnfjf
find the common ratio of the geometric sequence. 14, 7, 7/2, 7/4
The common ratio for the sequence is 1/2.
What is Geometric Sequence?Sets of numbers that adhere to a pattern or norm are known as number sequences. A geometric sequence is one where the rule is to multiply or divide by the same number each time.
Formula : [tex]a_n[/tex] = a[tex]r^{n-1[/tex]
where a is the first term, r is the common ratio.
Given:
Sequence: 14, 7, 7/2, 7/4
To calculate the common ratio = [tex]a_1/ a_2[/tex]
Now, the common ratio
= 7/14
= 1/2
Hence, the common ratio is 1/2.
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Examine the triangle below, solve for x and y, rounded to two decimal places.
X=
y=
X
30°
y
16
[tex]30 + 60[/tex]
I am pretty sure I'm wrong
[tex]30 \div 60[/tex]
[tex]30 \times 60[/tex]
[tex]30 - 60[/tex]
solve the system
2x+y-3z=0
x-4y+z=0
4x+16y+4z=0
Answer:
x=0
y=0
z=0
Step-by-step explanation:
four granola bars and three drinks cost $12.50. Two granola bars and five drinks cost $15.00. At Snacks To Go, three granola bars and three drinks cost $10.50. Four granola bars and two drinks cost $10.00. Part A Write a system of equations for each concession stand that models the price of its items. Part B Solve each system of equations. What do the solutions represent? Part C You decide to open a new concessions stand and sell granola bars and drinks. Determine a price for each item that differ from the prices at Snacks To Go. Then write a system of equations to model the prices at your snack bar.
Using substitution method to solve the system of linear equations, the granola and drinks cost $1.25 and $2.5 respectively while the modelled system of linear equation is attached below
What is System of Linear EquationA grouping of two or more linear equations that share the same set of variables is known as a system of linear equations. When a, b, and c are constants and x and y are variables, the equations can be written as ax + by = c. Elimination, substitution, and graphing are just a few of the techniques that can be used to solve these problems.
In this given problem, we have to define our variables and then set our system of equations.
a)
Let;
x = granola bardrinks2x + 5y = 15 ...eq(i)
4x + 3y = 12.50 ...eq(ii)
b)
Using substitution method;
From equ(i)
2x + 5y = 15
2x = 15 - 5y
x = (15 - 5y) / 2 ...eq(iii)
Put eq(iii) into eq(ii)
4x + 3y = 12.50
4(15 - 5y) /2 + 3y = 12.50
y = 2.5
Put y = 2.5 into eq(i)
2x + 5(2.5) = 15
x = 1.25
c)
Granola = 1.0
drinks = 3.0
The system of linear equations will be
x + y = 4
2x + 3y = 11
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