EXPLANATION
Let's see the facts:
Unit price = $6.75
Number of packs = 3
The unit price is given by the following relationship:
[tex]\text{Unit price= }\frac{6.75}{3}=2.25\frac{\text{dollars}}{\text{pack}}[/tex]The unit price is 2.25 $/pack
One pump can empty a pool in 7 days, whereas a second pump can empty the pool in 14 days. How long will it take the two pumps, working together, to empty the pool? (Fractional answers are OK.)The first pump's rate is_____per day.The second pump's rate is____per day.The combined pumps rate is____per day.It will take the two pumps_____per day.
The first step is to define the daily rates of each pump
From the information given,
First pump can empty the pool in 7 days. This means that
Daily rate of first pump = 1/7
The first pump's rate is 1/7 per day
Second pump can empty the pool in 14 days. This means that
Daily rate of second pump = 1/14
The second pump's rate is 1/14 per day
Let t be the number of days it will take both pumps, working together to empty the pool. Thus,
combined daily rate of both pumps = 1/t
The rates are additive. It means that
1/7 + 1/14 = 1/t
Simplifying the left side, we have
3/14 = 1/t
The combined pumps rate is 3/14 per day
By taking reciprocal of both sides,
t = 14/3 = 4.67
It will take the two pumps 4.67 days to empty the pool together
Assume that a particular professional baseball team has 12 pitchers, 5 infielders, and 8 other players. If 3 players' names are selected at random, determine the probability that 2 are pitchers and 1
is an infielder.
What is the probability of selecting 2 pitchers and 1 infielder?
(Type an integer or a simplified fraction.)
Step-by-step explanation:
Pitchers(p) = 12
Infielders(i) = 5
Others(o) = 8
Total players = 25
Probability(2p and 1i) =
[tex]( \frac{2}{25} ) \times ( \frac{1}{25} ) = ( \frac{2}{625} )[/tex]
i Which equation, when solved, results in a different value of x than the other three?' 7 3 4 37 X=-20 3 119-8-2014
You have the first equation:
[tex]-\frac{7}{8}x-\frac{3}{4}=20[/tex]Let's analize the others equation.
You can see that the second equation is just like the first one, but it was multiplied by -1:
[tex]\begin{gathered} (-1)(-\frac{7}{8}x-\frac{3}{4})=(20)(-1) \\ \frac{7}{8}x+\frac{3}{4}=-20 \\ \frac{3}{4}+\frac{7}{8}x=-20 \end{gathered}[/tex]So the value of "x" of the first one and the second one will be the same.
The third equation is:
[tex]-7(\frac{1}{8})x-\frac{3}{4}=20[/tex]If you simplify it, you get:
[tex]-\frac{7}{8}x-\frac{3}{4}=20[/tex]So you can notice that the three equations are the same, therefore the result of the third one will be the same too.
You can identify that even simplifying the last equation, it is not the same equation, then you will obtain a different value of "x" than the other three.
Therefore,the answer is the Last option.
A bank offers a CD that pays a simple interest rate of 8.0%. How much must you put in this CD now in order to have $2500 for a home-entertainment center in 3 years.
Okay, here we have this:
Considering that the formula for the simple interest rate is:
A = P (1 + rt)
In this case A is equal to $2500, P is the value we need to find, r is the interest rate (in decimal) 0.08, and t is the time, so it's 3 years, replacing we obtain:
2500=P(1+0.08*3)
Now, let's clear P:
2500=P(1+0.24)
2500=P(1.24)
2500/1.24=P
P=2016.13
Finally we obtain that the bank must put $ 2016.13 on a CD to get $ 2,500 in three years.
2. When is it important to use a strict inequality vs a non-strict inequality?
A strict inequality is one which involves the use of
[tex]>\text{, }<\text{ or }\ne[/tex]A non-strict inequality is one which involves the use of
[tex]\ge\text{ or }\leq[/tex]A strict inequality is used in a case when the two values being compared or related to one another cannot be equal to one another. That is, they are different.
A non-strict inequality is used in case when there is a possibility that the two values being compared can be equal to one another.
Why was math created
SOLUTION:
Step 1:
In this quesdtion, we are meant to explain the topic:
Why was Math created?"
Step 2:
The details of the solution are as follows:
1. Mathematics is a body of knowledge and knowledge and practice, that is derived from the contributions of thinkers throughout the ages and across the globe.
2. It gives us a way to understand patterns, to quantify relationships, and to predict the future.
3. Math helps us understand the world — and we use the world to understand math.
4. Excellent for your brain: Creative and analytical skills are highly desired by employers.
5. It has a lot of real-world applications.
6. It helps in better problem-solving skills.
7. Mathematics is needed in almost every career and profession.
8. Mathematics helps understand the world better.
9. Mathematics is a universal language.
10. Numbers help us understand the world, and Mathematics helps us understand numbers.
The real-life applications of Mathematics are endless.
We are surrounded by numbers, equations and algorithms – especially in this age of data science, with huge data sets that can only be understood through statistical models and analysis.
Answer:
Maths was invented to understand the world and to make measurements, do calculations etc. make and measure shapes, measure angles, and to use these things in real life. The Egyptians used the Pythagoras theorem to accurately make their pyramids.
Joy took off from a stop light and increased her speed until she reaches the speed limit. She kept her speed steady until she saw a sign saying the speed limit has been increased. Select the graph that represents this situation.
We are presented with a group of graphs in which the x-axis represents time and the y-axis represents speed.
We are told that Joy started by accelerating when she took off, which means the graph should start with a line with positive slope.
She then maintained her speed, which means the slope of the line is 0, orin other words, the line is parallel to the time axis.
Finally, we are told that she saw a sign saying the speed limit had been increased, so she probably accelerated again, meaning the line should have a positive slope again.
Thus, the graph representing the situation is the third option.
Find the area and the circumference (or perimeter) of each of the following. (a)a penny; (b) anickel; (c) a dime; (d) a quarter, (e) a half-dollar; (f) a silver dollar; (g) a Sacajawea dollar; (h) adollar bill; and (i) one face of the pyramid on the back of a $1 bill.
You use this for the coins
Area of a circle:
[tex]A=\pi\cdot r^2[/tex]r is the radius and it can be obtaided more easily if you measure the diameter of the circle and then divide it into 2.
Circunference or perimeter of a circle:
[tex]C=2\cdot\pi\cdot r[/tex]--------------------------------------------
You use this for the bills:
Aera of a rectangle:
[tex]A=l\cdot w[/tex]Perimeter of a rectangle:
[tex]P=2l+2w[/tex]------------------------
The face a pyramid has the shape of a trianlge:
Area of a triangle:
[tex]A=\frac{1}{2}b\cdot h[/tex]Perimeter of a triangle:
[tex]P=b+a+a[/tex]A middle schooler is H inches tall at the beginning of the school year is the height of the middle school at the end of the year can be represented by the expression H + 0.02h, which statement is true?
Answer:
A
Step-by-step explanation:
h + 0.02h = (1+0.02)h = 1.02h
1.02h * 100% = 102%
102 - 100 = 2%
The following table represents C, an appliance repairman’s charges based on t, the hours it takes to make a repair.Which of the following equations could be used to determine the repairman’s charges for a repair?A: C=27t +3B: C=27tC: C=35tD: C=35t + 2
Given the table below
To find the equation of the values of the table, we will first calculate the rate of change, then use a point and the rate of change calculated fo find the equation for the repairman's charges for the repair
To find the rate of change we have
[tex]\text{ Point 1}\Rightarrow(1,62)\Rightarrow t_1=1,c_1=62[/tex][tex]\text{ Point 2}\Rightarrow(3,116)\Rightarrow t_2=3,c_2=116[/tex]The rate of change formula is
[tex]m=\frac{c_2-c_1}{t_2-t_1}=\frac{116-62}{3-1}=\frac{54}{2}=27[/tex]Having calculated the rate, we can use slope and one point form equation of a line to get the desired equation. This is given below:
[tex]c-c_1=m(t-t_1)[/tex]Substitute the given values of t and c and the rate in the formula above
[tex]\begin{gathered} c-62=27(t-1) \\ c-62=27t-27 \\ c=27t-27+62 \\ c=27t+35 \end{gathered}[/tex]Hence, the repairman's charges for a repair is given as C = 27t + 35
Out of 441 applicants for a job 235 have over five years of experience and 106 have over five years of experience and have a graduate degreeWhat is the probability that a randomly chosen applicant has a graduate degree given that they have a five years of experience enter a fraction or round your answer to four decimal places if necessary
Probability that a randomly chosen applicant has a graduate degree given that they have a five years of experience = 106/441
Explanation:Total number of applicants, n(Total) = 441
Number of candidates that have over five years of experience, n(5 yrs) = 235
Probability that a randomly chosen applicant has over 5 years experience
[tex]\begin{gathered} P(5yrs)=\frac{n(5yrs)}{n(Total)} \\ \\ P(5yrs)=\frac{235}{441} \end{gathered}[/tex]Number of applicants that have over five years of experience and have a graduate degree, n(5 n g) = 106
Probability that a randomly selected applicant has over five years of experience and have a graduate degree
[tex]\begin{gathered} P(5\text{ n g\rparen = }\frac{n(5\text{ n g\rparen}}{n(Total)} \\ \\ P(5\text{ n g\rparen = }\frac{106}{441} \end{gathered}[/tex]Probability that a randomly chosen applicant has a graduate degree given that they have a five years of experience
[tex]\begin{gathered} P(g\text{ /5yrs\rparen = }\frac{P(5\text{ n g\rparen}}{P(5yrs)} \\ \\ P(g\text{ /5yrs\rparen = }\frac{106}{441}÷\frac{235}{441} \\ \\ P(g\text{ /5yrs\rparen=}\frac{106}{441} \end{gathered}[/tex]The derivative of tan(ln(t)) is?
Answer: The derivative of tan(t) with respect to t is sec2(t) sec 2 ( t ) .
Step-by-step explanation:
hope this helps
In an experiment, the probability that event B occurs is , and the probability that event A occurs given that event B occurs is 3 7) What is the probability that events A and B both occur? Simplify any fractions.
We have to use the conditional probability formula:
[tex]P(A|B)=\frac{P(A\cap B)}{P(B)}[/tex]Where P(A|B) is the probability that A occurs given that B occurs, P(B) is the probability that B occurs, and P(A∩B) is the probability that both events A and B occur.
In this case, since we are asked for the probability that events A and B both occur, we need to solve the equation for P(A∩B):
[tex]P(A\cap B)=P(A|B)\cdot P(B)[/tex]And the information we have about the problem is:
[tex]\begin{gathered} P(A|B)=\frac{3}{7} \\ P(B)=\frac{2}{9} \end{gathered}[/tex]We substitute this into the formula for P(A∩B):
[tex]P\mleft(A\cap B\mright)=\frac{3}{7}\cdot\frac{2}{9}[/tex]Solving the multiplication of fractions:
[tex]\begin{gathered} P\mleft(A\cap B\mright)=\frac{3\cdot2}{7\cdot9} \\ P\mleft(A\cap B\mright)=\frac{6}{63} \end{gathered}[/tex]And finally, we simplify the fraction by dividing both numbers in the fraction by 3:
[tex]P\mleft(A\cap B\mright)=\frac{2}{21}[/tex]Answer: 2/21
Parking spaces in a parking lot are parallel to each other. Find the measure of the two
unknown angles and explain your reasoning.
measure of angle m:
measure of angle n:
Answer:
m = 70° , n = 110°
Step-by-step explanation:
m and 110° are same- side interior angles and sum to 180°
m + 110° = 180° ( subtract 110° from both sides )
m = 70°
n and 110° are corresponding angles and are congruent , then
n = 110°
what does frilling mean
Answer:
A ruffled, gathered, or pleated border or projection, such as a fabric edge used to trim clothing.
Step-by-step explanation:
Brainlest, Please!
write the simplest polynomial equation with the given roots. -1, 2i please answer quickly
The polynomial equation with root of -1 and 2i is,
[tex]\begin{gathered} (x+1)(x+2i)(x-2i)=(x+1)(x^2-(2i)^2) \\ =(x+1)(x^2-4i^2) \\ =(x+1)(x^2+4) \\ =x^3+4x+x^2+4 \\ =x^3+x^2+4x+4 \end{gathered}[/tex]So simplest polynomial is,
[tex]x^3+x^2+4x+4[/tex]A tree on a hillside casts a shadow c = 215 ft down the hill. If the angle of inclination of the hillside is b = 23° to the horizontal and the angle of elevation of the sun is a = 53, find the height of the tree. (Round your answer to the nearest foot.)
This is the figure, roughly. We want h.
Using smaller triangle, we can write:
[tex]\begin{gathered} \text{Cos}23=\frac{x}{215} \\ x=215\cdot\cos 23 \\ x=197.9 \end{gathered}[/tex]Also,
[tex]\begin{gathered} y=215\cdot\sin 23 \\ y=84 \end{gathered}[/tex]Now, taking the larger triangle:
The angle is 53 (30 + 23).
Let the larger side (right side) be m, which is basically:
m = h + y
Let's find m:
[tex]\begin{gathered} \tan 53=\frac{m}{x} \\ \tan 53=\frac{m}{197.9} \\ m=197.9\cdot\tan 53 \\ m=262.62 \end{gathered}[/tex]Now, we want height, h, which is:
m = h + y
262.62 = h + 84
h = 262.62 - 84
h = 178.62
Rounded to nearest feet
h = 179 feet
Which expression is equivalent to 4 * 4 * 4 * 5 * 5?34 x 2543 x 5244 x 501224 x 102
Any of those expressions are equivalent to 4*4*4*5*5
2(4-2x)-5=-2(x+5)+8x
The equation 2(4-2x)-5=-2(x+5)+8x has a value of 1.3 for x
How to determine the solution to the equation?From the question, the equation to solve is given as
2(4-2x)-5=-2(x+5)+8x
Rewrite the equation properly
This is represented by the following representation
2(4 - 2x) - 5=-2(x + 5) + 8x
Start by opening the brackets in the equation
So, we have the following equation
8 - 4x - 5 =-2x - 10 + 8x
Collect the like terms in the equation
So, we have the following equation
8x - 2x + 4x = 10 +8 - 5
Evaluate the like terms in the equation
So, we have the following equation
10x = 13
Divide both sides of the equation by 10
So, we have the following equation
x = 1.3
Hence, the solution to the equation for x is 1.3
Read mroe about equation at
https://brainly.com/question/2972832
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Used two equations in two variables to solve the application.A 60 m pass around the rectangular garden. The width of the garden is 2/3 its length. Find the area in meters squared.
From the data provided, we can conclude:
The perimeter of the rectangle is 60m, so:
[tex]60=2w+2l_{\text{ }}(1)[/tex]Where:
w = width
l = length
The width of the garden is 2/3 its length, therefore:
[tex]w=\frac{2}{3}l_{\text{ }}(2)[/tex]Replace (2) into (1)
[tex]60=2(\frac{2}{3}l)+2l[/tex]Solve for l:
[tex]\begin{gathered} 60=\frac{4}{3}l+2l \\ 60=\frac{10}{3}l \\ l=\frac{180}{10} \\ l=18 \end{gathered}[/tex]Replace l into (2):
[tex]\begin{gathered} w=\frac{2}{3}(18) \\ w=12 \end{gathered}[/tex]The perimeter of a triangle is 14.x - 4. If two of the sides measure 3.x - 2 and 5x + 3, then how long is the third side?
Given :
The perimeter of a triangle is, P = 14x - 4.
The sides are, a = 3x-2 and b = 5x + 3.
The perimeter of a triangle with sides a, b and c can be expressed as,
[tex]P=a+b+c[/tex]Substituting the values, we get,
[tex]\begin{gathered} 14x-4=3x-2+5x+3-c \\ c=14x-4-(3x-2+5x+3) \\ c=6x-5 \end{gathered}[/tex]Thus, the correct option d.
please help me asap, Evaluate 9 exponent 2
81
Explanation
Remember
[tex]a^b=\text{ a multiplied by itself b times}[/tex]Step 1
apply
[tex]\begin{gathered} 9^2=9\cdot9 \\ 9\cdot9=81 \end{gathered}[/tex]what is polynomial define on the basis of degree and terms
Detailed Answer :-
Based on the Degree :
• A polynomial having degree 0 is called a constant polynomial.
• A polynomial having degree 1 is called a linear polynomial.
• A polynomial having degree 2 is called a quadratic polynomial.
• A polynomial having degree 3 is called a cubic polynomial.
• A polynomial having degree 4 is called a bi-quadratic polynomial.
Based on the Number of Terms :
• One term - Monomial
• Two terms - Binomial
• Three terms - Trinomial
• Four terms - Quadrinomial
All of these are generally called POLYNOMIALS.
Find the length of the third side. If necessary, round to the nearest tenth. 12 5 x=what is the missing number x?
Step 1
Longest side is the hypotanuse = x
opposite = 5
Adjacent = 12
Apply pythagorus theorem
[tex]\begin{gathered} \text{Opposite}^2+Adjacent^2=Hypotanuse^2 \\ 5^2+12^2=x^2 \\ \\ 25+144=x^2 \\ x^2\text{ = 169} \\ x\text{ = }\sqrt[\square]{169} \\ x\text{ = 13} \end{gathered}[/tex][tex]undefined[/tex]On Saturday, 3 families with 4 people in each family went to a movie. Each person bought 2 snacks. Which equation can be used to find how many total snacks the families bought?
Answer:
Step-by-step explanation:3x4=12x2
Hello could you please help me with question number five?
Question #5
Given:
The number of people who own computers has increased 23.2% annually since 1990
In 1990: the number of people who own computers = half a million
We will predict the number of people in 2015
We will use the following formula:
[tex]P(t)=P_o\cdot(1+r)^t[/tex]Where: (r) is the ratio of increasing = 23.2% = 0.232
And (t) the number of years after 1990
And P₀ is the initial value of the number of people
P(t) will be the number of people after (t) years
To predict the number of people in 2015
t = 2015 - 1990 = 25 years
so,
[tex]\begin{gathered} P=0.5\cdot(1+0.232)^{15} \\ P=0.5\cdot1.232^{15}\approx11.43\text{ millions} \end{gathered}[/tex]So, the answer will be:
The estimated number of people = 11.43 million
Find the lateral area and the surface area of the right cone. Round your answer to the nearest hundredth
The lateral area of a cone is the area of the lateral surface, except the base.
The surface area of a cone is the area of all its surface, which is the lateral side PLUS the base.
The lateral area is given by the formula >>>
[tex]LA=\pi rl[/tex]The surface area is given by the formula >>>
[tex]SA=\pi r^2+\pi rl[/tex]Given
r = 10 cm
h = 24 cm
Let's find l,
[tex]\begin{gathered} r^2+h^2=l^2 \\ 10^2+24^2=l^2 \\ l=\sqrt[]{10^2+24^2} \\ l=26 \end{gathered}[/tex]Let's find the lateral area and the surface area >>>
Lateral Area =
[tex]\begin{gathered} LA=\pi rl \\ LA=\pi(10)(26) \\ LA=260\pi \\ LA=816.81\text{ sq. cm.} \end{gathered}[/tex]Surface Area =
[tex]\begin{gathered} SA=\pi r^2+\pi rl \\ SA=\pi(10)^2+260\pi \\ SA=100\pi+260\pi \\ SA=360\pi \\ SA=1130.97\text{ sq. cm.} \end{gathered}[/tex]Molly was on a long 136 mile road trip. The first part of the trip there was lots of traffic, she only averaged 16 mph. The second part of the trip there was no traffic so she could drive 44 mph. If the trip took her 5 hours, how long did she travel at each speed? In traffic she drove for _____ hours After the traffic cleared she drove for ____ hours.
Answer:
In traffic, she drove for 3 hours
and After the traffic cleared she drove for 2 hours.
Explanation:
Given that the road trip was 136 miles;
[tex]d=136[/tex]The first part of the trip there was lots of traffic, she only averaged 16 mph;
[tex]v_1=16[/tex]The second part of the trip there was no traffic so she could drive 44 mph;
[tex]v_2=44[/tex]She traveled for a total of 5 hours;
[tex]t=5[/tex]let x represent the time in traffic when she traveled at 16 mph
[tex]t_1=x[/tex]the time the traffic is clear would be;
[tex]t_2=t-t_1=5-x[/tex]Recall that distance equals speed multiply by time;
[tex]d=v_1t_1_{}_{}^{}+v_2t_2[/tex]substituting the values;
[tex]136=16x+44(5-x)[/tex]solving for x;
[tex]\begin{gathered} 136=16x+220-44x \\ 44x-16x=220-136 \\ 28x=84 \\ x=\frac{84}{28} \\ x=3 \end{gathered}[/tex]So;
[tex]\begin{gathered} t_1=3\text{ hours} \\ t_2=5-x=5-3=2 \\ t_2=2\text{ hours} \end{gathered}[/tex]Therefore, In traffic, she drove for 3 hours
and After the traffic cleared she drove for 2 hours.
Which of the following are equal to sec x? Choose all that apply. 3 answers
Verify each option
A ---> 1/sinx=cscx -----> is not the answer
B ---> 1/cosx=secx ----> is the answerC ---> cosx/tanx=cosx/(sinx/cosx)=cos^2x/sinx -----> is not the answer
D ---> tanx/sinx=(sinx/cosx)/sinx=1/cosx=secx -----> is the answerE ---> cotxsinx=(cos/sinx)sinx=cosx ----> is not the answer
F ----> tanxcscx=(sinx/cosx)(1/sinx)=1/cosx=secx ----> is the answertherefore
The answer is
options B, D and FAnswer:
B, D, E.
Step-by-step explanation:
B: [tex]\frac{1}{cos(x)}[/tex]
D: [tex]\frac{tan(x)}{sin(x)}[/tex]
E: [tex]tan(x) csc (x)[/tex]
Kevin went to the nursery and bought a 5 ft tall tree. After planting the tree, Kevin made a table to record theheight, h, of the tree, t years after it was planted. Verbally describe the relationship between h and t.t 0 1 2 3 4h 5 6 7 8 9
As we can see inthe table foe every year that pass the thre grows 1 ft
As we can see inthe table foe every year that pass the thre grows 1 ft