Answer:
2.4 hours
Step-by-step explanation:
Because 1 hour Randy clean 1/4 of the room and Trey is 1/6. So we add both together and get that they clean 5/12 of the office in one hour. So 2.4 hours is the greatest amount of time it would take them to clean offices together
The graph represents a pair of equations. What point represents the solution to the pair of equations?
Answer:
if I'm correct it's where the 2 lines meet, which would mean the answer to be (-3,2)
Please help me solve this
The area bounded by the curves y = 8x – x² and y = 7 will be 36 square units.
The complete question is given below.
What is an area bounded by the curve?When the two curves intersect then they bound the region is known as the area bounded by the curve.
The curves are given below.
y = 8x – x²
y = 7
By solving the equations 1 and 2, then we have
8x – x² = 7
x² – 8x + 7 = 0
(x – 1)(x – 7) = 0
x = 1, 7
Then the area bounded by the curves y = 8x – x² and y = 7 will be
[tex]A = \int _1^7 [(8x - x^2) - 7] \ dx\\\\A = \left [ 4x^2 - \dfrac{x^3}{3} - 7x \right ]_1^7\\\\A = \left [ 4 * 7^2 - \dfrac{7^3}{3} - 7*7 \right ] - \left [ 4*1^2 - \dfrac{1^3}{3} - 7*1 \right ]\\\\[/tex]
On further solving we have
A = 32.667 + 3.333
A = 36 square units
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The events "male” and "buys lunch” are not independent because
P(buys lunch | male) = P(male) = 0.4.
P(male | buys lunch) = P(male) = 0.3.
P(buys lunch | male) = 0.3 and P(male) = 0.4.
P(male | buys lunch) = 0.4 and P(male) = 0.3.
The events "male” and "buys lunch” are not independent because P(male | buys lunch) = 0.4 and P(male) = 0.3.
Complete questionJames surveyed people at school and asked whether they bring their lunch to school or buy their lunch at school more often. The results are shown below.
Bring lunch: 46 males, 254 females
Buy lunch: 176 males, 264 females
The events "male" and "buys lunch" are not independent because
How to determine the probability?The number of male students is:
Male = 46 + 176
Male = 222
The number of female students is:
Female = 254 + 264
Female = 518
The total student is:
Total = 222 + 518
Total = 740
Next, calculate the probability of selecting a male student
P(Male) = 222/740
P(Male) = 0.3
Of all the 440 that buy lunch, 176 are male,
So, we have:
P(male | buy lunch) = 176 / 440
P(male | buy lunch) = 0.4
Because
P(male | buy lunch) and P(male) are not equal.
Then, the events "male” and "buys lunch” are not independent
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PLEASE HELP
Mary is three times as old as her son. In 12 years, Mary's age will be one year less than her son's age. How old is each now?
Answer:
Son's Age: 11
Mary's Age: 33
Step-by-step explanation:
Let set Mary and her son as variables,
M = Mary's age
S = Mary's son age
Breakdown:
"Mary is three times as old as her son"
M = 3S
"In 12 years, Mary's age will be one less than twice her son's age"
M + 12 = 2(S + 12) - 1
we add 12 to both sides as it will be in 12 years for both
We know that M = 3S, so we plug this in
3S + 12 = 2(S + 12) - 1
Now solve for S (son's age),
3S + 12 - 12 = 2(S + 12) - 1 - 12
3S = 2(S + 12) - 13
3S = 2S + 24 - 13
3S - 2S = 2S - 2S + 24 - 13
S = 24 - 13
S = 11
To find Mary age, plug in her son age ,
M = 3S
M = 3(11)
M = 33
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Follow the steps to find the
area of the shaded region.
Use trigonometry to find
the height of the triangle.
Hint: Use SOHCAHTOA
h = [?] cm
51%
8 cm
Round to four decimal places.
129°
8 cm
Answer:
6.2172
Step-by-step explanation:
sin129=h/8
h=8(sin129)
8 x 0.77714596... =
6.2172
I just did it.
The Sine or Sinθ in a right-angle triangle is the ratio of its perpendicular to its Hypotenuse. The height of the triangle is 6.2172 cm.
What is Sine (Sinθ)?The Sine or Sinθ in a right-angle triangle is the ratio of its perpendicular to its Hypotenuse. it is given as,
Sin(θ) = Perpendicular/Hypotenuse
where,
θ is the angle,
Perpendicular is the side of the triangle opposite to the angle θ,
The hypotenuse is the longest side of the triangle.
In the given diagram let the centre of the circle be represented by O, while the point at which line segment h and the circle intersect be represented by B. Also, the point at which the 90° angle is formed is represented by A.
Now, in the ΔABO, for the ∠AOB, the sine ratio of the trigonometric function can be written as,
sin(θ) = perpendicular / Hypotenuse
sin(51°) = AB / OB
sin(51°) = h/ 8 cm
8cm × sin(51°) = h
h = 6.2172 cm
Hence, the height of the triangle is 6.2172 cm.
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Looking for a step by step explanation for this question! I take the Math QRAS Accuplacer soon and practicing my math skills but I seem to be stuck on this problem.
To raise money for their school play, Beatrice sold brownies for $1.25 each, and Chuck sold cookies for $0.75 each. Together, they sold 87 items and made $80.75. How many cookies did Chuck sell?
(A) 15 cookies
(B) 26 cookies
(C) 56 cookies
(D) 65 cookies
5. Which of the following linear equations is expressed in slope-intercept form.
2y = 8x - 1
x = 2y + 3
y = 4x - 2
2x + 3y = 6
Answer:
The third option: y=4x-2
Step-by-step explanation:
Slope-intercept form formula is: y=mx+b
First option is not correct because it has a number before the y value.
Second option is not correct because x is on the left of the equal side instead of the right.
Third option is correct.
Fourth option is not correct because it is written in standard form.
Hope this helps!
If not, I am sorry.
Which of the following angles are congruent?
L
»
M
0
»
O
ZMOL = ZMON
O ZMNO = ZLOK
OZLKO ZNMO
K
N
Answer:
LKO = NMO
Step-by-step explanation:
This is because both of the angles lie on the same "vertical angle", the line segment that connects M to K. The segment MN is also parallel to segment LK. If you have two congruent line segments, then the measure of the angles are congruent.
r,u,t,s are positive
RXS=15
SXT=3
TXV=7
RXV=??
The value of RXV = 35.
What are system of equation ?A set of equation which have common factor that satisfies them are called system of equations.
It is given that
RXS=15
SXT=3
TXV=7
RXV=??
RX = 15/S
S = 3/XT
XT = 7/V
On solving we get
RX = 15 * XT/3
RX =15 *7/3 V
RXV = 35
Therefore the value of RXV = 35.
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2x + 5y = 17 6x - 5y = -9
Answer:
Step-by-step explanation:
Consider the equation. Which graph shows a line that is perpendicular to the line defined by the given equation? A. In a linear graph line diagram, A line passes through (minus 4, minus 2) and (2, minus 0.5) which intersects the x-axis at 4 units and the y-axis at minus 1 unit. B. In a linear graph line diagram, A line passes through (2, 0.5) and (minus 4, 2) which intersects the x-axis at 4 units and the y-axis at minus 1 unit. C. In a linear graph line diagram, A line passes through (2, 4) and (0.5, minus 2) which intersects the x-axis at 1 unit and the y-axis at minus 4 units. D. In a linear graph line diagram, A line passes through (2, minus 4) and (0.5, 2) which intersects the x-axis at 1 unit and the y-axis at minus 4 units.
The graph second represents the line that is perpendicular to the line y = 4x - 2 option (B) is correct.
What is the slope?The ratio that y increase as x increases is the slope of a line. The slope of a line reflects how steep it is, but how much y increases as x increases. Anywhere on the line, the slope stays unchanged (the same).
[tex]\rm m =\dfrac{y_2-y_1}{x_2-x_1}[/tex]
The question is incomplete:
The complete question is:
Consider the equation y = 4x - 2 Which graph shows a line that is perpendicular to the line defined by the given equation?
Please refer to the attached picture.
The given line:
y = 4x - 2
The slope of the line m = 4
The slope of the line which is perpendicular to the above line:
M = -1/4 = -0.25
The graph second has a slope of -0.25
[tex]\rm y\ -2\ =\ \dfrac{\left(2-0.5\right)}{-4-2}\left(x+4\right)[/tex]
y - 2 = -0.25x - 1
y = -0.25x + 1
Thus, the graph second represents the line that is perpendicular to the line y = 4x - 2 option (B) is correct.
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What is x^3-2x^2-4x-1 divided by X+1?
Answer:
x^2-3x-1
Step-by-step explanation:
So we have the equation:
x^3-2x^2-4x-1/x+1
First factor the equation:
(x+1)(x^2-3x-1)/x+1
Then cancel the common factor: x+1 to solve the equation:
x^2-3x-1
The length of a rectangle exceeds its width by 4
inches, and the area is 60 square inches. What
are the length and width of the rectangle?
Answer:
length = 10 in, width = 6 in
Step-by-step explanation:
Let the width be x.
Then, length = (x+4)
Area = 60 in²
Area of a rectangle = width × length
60 = x × (x+4)
60 = x² + 4x
x² + 4x - 60 = 0
Splitting the middle term :-
x² + 10x - 6x - 60 = 0
x (x + 10) - 6 ( x + 10) =0
(x + 10) ( x - 6)
x = -10 (doesn't fulfill our requirement)
x = 6
So, width = 6 in
length = 6+4 = 10 in
Which type of geometry best describes the following statement?
The boundaries of an arc are considered to be at infinity.
A. spherical geometry
B. Euclidean geometry
C. hyperbolic geometry
D. non-euclidean geometry
Answer:
B=hyperbolic geometry
solve 15/4 -7 X=9 answer the question
[tex] \frac{15}{4} - 7x = 9 \\ \\ \frac{15}{4} - 9 = 7x \\ \\ 7x = \frac{15 - 36}{4} \\ \\ 7x = \frac{ - 21}{4} \\ \\ x = \frac{ - 21}{4 \times 7} \\ \\ x = \frac{ - 3}{4} .[/tex]
Help me out please…….
Answer:
please suscribe my chsnnal
clue technical
Hi! So, I know I got this answer wrong, but I wasn't sure how to solve an equation with signs like: [brackets] in it, I've included my problem as an example, but can someone please teach me what those brackets mean, and how do I go about solving an equation (using this problem as an example) with brackets like these?
Step-by-step explanation:
Brackets is the bigger version of parentheses, you first solve the questions inside the parentheses, then move onto brackets.
For example, this question:
[tex]x=-1\\y=-2\\z=3[/tex]
[tex]5x-y[7-4(z-y)][/tex]
plug in x, y, and z.
[tex]5(-1)-(-2)[7-4(3-(-2))][/tex]
[tex]5(-1)-(-2)[7-4(5)][/tex]
[tex]5(-1)-(-2)[7-20][/tex]
[tex]5(-1)-(-2)[-13][/tex]
[tex]-5-(-2)[-13][/tex]
[tex]-5-26[/tex]
[tex]-31[/tex]
I hope you understand better now.
Which of the following is not an example of unit rate?
3 dollars per toy
4 dollars per toy
1 toy per 5 dollars
6 dollars per toy
The unit rate is the rate for one of something (Taken from HMHCO).
For instance, you could say that Bob can make 6 gift cards in 3 hours. The unit rate would be 2 gift cards per hour. We solved for this by dividing both values by 3.
Solving the Question3 dollars per toy
This is a unit rate. Why? Because it gives us the rate, 3 dollars, and it is for one of something, which this case would be toys.
1 toy per 5 dollars
This is not a unit rate. Why? We still get the rate, 1 toy, but this time it isn't for one of something, which in this case is dollars. It is a rate for 5 dollars, not 1 dollar.
Answer1 toy per 5 dollars
Principal: $4,000 at 6% for a) 4 years, b) 4 months, and c) 4 days.
Answer:
If you're asking for the interest:
a) 960
b) 80
c)2.63 approx.
Step-by-step explanation:
interest = principal x rate x time OR [tex]I = prt[/tex]
TIME IS IN YEARS.
Thus, the first would be [tex]I = 4000 *4 *6%[/tex]% = 960
Second: 4 months = [tex]\frac{1}{3}[/tex] year
I = 4000x[tex]\frac{1}{3}[/tex]x6% = 80
Third: t = 4 days =[tex]\frac{4}{365}[/tex]year
I = 4000x6%x[tex]\frac{4}{365}[/tex] ≈ 2.63
whats the answer 2 1/3 x 1 2/5
Answer:
84/5 should be the answer
Step-by-step explanation:
cross multiply
Which expression is equivalent to the one below? (x2y)(x4y3) xy2
The expression which is equal to the expression [tex]x^{2} yx^4} y^{3} xy^{2}[/tex] is as [tex]x^{7} y^{6}[/tex].
Given Expression [tex]x^{2} yx^4} y^{3} xy^{2}[/tex] and we have to find the expression equal to this.
Two variables are present in the given expression x and y but both are in different form or powers.
x is having power 2 , 4 and 1 so because the base is same for all and they are in multiplied form so we will add the powers to form [tex]x^{4+2+1}\\[/tex]
=[tex]x^{7}[/tex]
Now y is having 1,3,2 powers so because the base is same for all and they are in multiplied form so we will add all the powers to form [tex]y^{6}[/tex]
Now multiply both to get the required expression which is [tex]x^{7} y^{6}[/tex].
Hence the expression which is equal to the given expression is [tex]x^{7} y^{6}[/tex].
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What is the value of x in the equation 8x – 2y = 48, when y = 4?
Answer: x = 7
Step-by-step explanation:
First, we will plug 4 in for y. Then, to solve we will isolate the variable "x" in the equation.
Given:
8x – 2y = 48
Plug in the y value of 4:
8x – 2(4) = 48
Multiply -2 times 4:
8x – 8 = 48
Add 8 to both sides of the equation:
8x = 56
Divide both sides of the equation by 8:
x = 7
Answer:
x=7
Step-by-step explanation:
8x – 2y = 48
Let y=4
8x -2(4) = 48
8x - 8 = 48
Add 8 to each side
8x-8+8= 48+8
8x = 56
Divide by 8
8x/8 = 56/8
x = 7
Think of 5 positive integers that have a mode of 3, a median of 5, a mean of 7 and a range of 12.
For the mode to be 6, there has to be at least two 6s.
For the median to be 6, with two 6s, there must be at least one number above 6.
For the mean to be 6, the sum is 30, so the three remaining numbers must total 18.
which expression represents the volume of the prism
Answer:
Volume = (1/2)[tex]x^{3}[/tex] [(1/2)x^3]
Step-by-step explanation:
The volume of a right rectangular prism is given by:
Volume = (length)*(width)*(height)
Volume = (x)*(x)*((1/2)x)
Volume = (1/2)[tex]x^{3}[/tex]
Step 3: Now multiply the values to get 14,918,904,000. That is almost 15 billion passwords.
That is a lot of passwords! How many passwords would the website have if users were allowed to
reuse the letters and numbers? (Enter the number of successful outcomes in each of the blanks
below. Let the first six spaces represent letters and the last two spaces represent numbers)
The number of passwords that would be allowed if users were allowed to reuse the letters and numbers is 30891577600
How to determine the number of passwordsThe given parameters are:
Password length = 8
Letters = 6
Numbers = 2
There are 26 letters and 10 digits.
Since the letters and the numbers can be repeated, then the number of passwords is:
Count = 26^6 * 10^2
Evaluate
Count = 30891577600
Hence, the number of passwords that would be allowed if users were allowed to reuse the letters and numbers is 30891577600
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√4x-3-1=√x+1
What is the value of x
which two values of x are roots of the polynomial below?
x^2 + 5x + 9
Answer:
The answer:
A. [tex]x= \frac{-5+ \sqrt{-11} }{2}[/tex]
F.[tex]x= \frac{-5- \sqrt{-11} }{2}[/tex]
Step-by-step explanation:
Step 1: Solve with quadratic formula
[tex]x_{1},2 = \frac{-b+- \sqrt{b^2}- 4ac }{2a}[/tex]For [tex]a=1, b=5, c=9\\x_{1},2 = \frac{-5 + \sqrt{5^2 -4 *1 *9} }{2*1}[/tex]Step 2: Simplify
[tex]\sqrt{5^2 - 4 *1 *9} : \sqrt{11} i[/tex]Multiply the numbers: [tex]4*1*9 = 36[/tex][tex]i\sqrt{ 36 -5^2}[/tex] = [tex]\sqrt{-5^2 + 36} = i\sqrt{11}[/tex][tex]5^2 = 25 = \sqrt{-25 + 36}[/tex]Add/subtract the numbers [tex]-25 +36 = 11 = \sqrt{11} = \sqrt{11}i[/tex]Step 3: Separate the solution
[tex]x_{1} = \frac{-5 + \sqrt{-11}i}{2} , x_{2} = \frac{-5 - \sqrt{-11}i}{2}[/tex]Answer:
[tex]\large {\textsf{A and F}}\ \implies \bold{x_1}=\dfrac{-5-\sqrt{-11}}{2},\ \bold{x_2}=\dfrac{-5+\sqrt{-11}}{2}[/tex]
Step-by-step explanation:
Quadratic Formula: [tex]x=\dfrac{-b\pm\sqrt{b^2-4ac}}{2a}[/tex]
Standard Form of a Quadratic Equation: ax² + bx + c = 0, where a ≠ 0.
Given polynomial: x² + 5x + 9
⇒ a = 1, b = 5, c = 9
Step 1: Rewrite to Standard Form.
⇒ x² + 5x + 9 = 0
Step 2: Substitute the values of a, b, and c into the formula.
⇒ a = 1, b = 5, c = 9
[tex]x=\dfrac{-5\pm\sqrt{\bold{5^2}-4\bold{(1)(9)}}}{\bold{2(1)}}\\\\x=\dfrac{-5\pm\sqrt{25\bold{\ - \ 4(9)}}}{2}\\\\x=\dfrac{-5\pm\sqrt{\bold{25-36}}}{2}\\\\x=\dfrac{-5\pm\sqrt{-11}}{2}[/tex]
Step 3: Separate into two possible cases.
[tex]x_1=\dfrac{-5-\sqrt{-11}}{2}\\\\x_2=\dfrac{-5+\sqrt{-11}}{2}[/tex]
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Which term best describes the horizontal cross-sections of an oblique cone?
O A. Congruent discs
OB. Similar discs
OC. Similar polygons
O D. Congruent polygons
Answer:
B. Similar discs
Step-by-step explanation:
Definitions
Cone: A three-dimensional solid figure that has a circle at one end (the "base"), a point at the other end (the [tex]\sf a\:\!pex[/tex]), and a curved side.
Right Cone: A cone where the [tex]\sf a\:\!pex[/tex] is aligned on the center of the base.
Oblique Cone: A cone where the [tex]\sf a\:\!pex[/tex] is not centered over the base.
Horizontal Cross-section: The intersecting plane parallel to the base of the solid figure.
Congruent: The same shape and size.
Similar: When one shape can become the other after being resized, reflected, translated or rotated.
Disc: The region in a plane bounded by a circle.
Polygon: A two-dimensional closed shape with a minimum of 3 straight sides.
Therefore, the horizontal cross-sections of an oblique cone are similar discs.
The function y = f(x) is graphed below. What is the average rate of change of the
function f(x) on the interval -3 ≤ x ≤-1?
The average rate of change of the function in the given interval -3 ≤ x ≤-1 is 10.
What is the average rate of change?The average Rate of Change of the function f(x) can be calculated as;
[tex]f(x) = \dfrac{f(b) - f(a)}{b-a}[/tex]
Interval -3 ≤ x ≤-1
a = -3, b = -1
f(a) = f(-3) = -20
f(b) = f(-1) = 0
Step 2: Find Average
[tex]f(x) = \dfrac{f(b) - f(a)}{b-a}\\\\\\f(x) = \dfrac{f(-1) - f(-3)}{-1-(-3)}\\\\\\f(x) = \dfrac{0 - (-20)}{2}\\\\f(x) = 10[/tex]
Therefore, the average rate of change of the function in the given interval -3 ≤ x ≤-1 is 10.
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Quadrilateral CDEF is inscribed in circle A. Which statements complete the proof to show that ∠CFE and ∠CDE are supplementary?
Quadrilateral CDEF is inscribed in circle A. Quadrilateral CDEF is inscribed in circle A, so m arc CDE+ m arc CFE= 360°. ∠CFE and ∠CDE are _________________, which means that their measures are _________________. So, m arc CDE= 2 ⋅ m∠CFE and arc CFE = 2 ⋅ m∠CDE. Using the substitution property of equality, 2 ⋅ m∠CFE + 2 ⋅ m∠CDE = 360°. Using the division property of equality, divide both sides of the equation by 2, resulting in m∠CFE + m∠CDE = 180°. Therefore, ∠CFE and ∠CDE are supplementary.
central angles; equal to the measure of their intercepted arcs
inscribed angles; equal to the measure of their intercepted arcs
central angles; one half the measure of their intercepted arcs
inscribed angles; one half the measure of their intercepted arcs
The missing statements with regard to the mathematical proof are:
It is to be noted that an intercepted arc is the arc that sits inside the inscribed angle. See the attached image.
Thus, it is correct to state that
The missing statements with regard to the mathematical proof are:
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