Answer:
0.83 mi/min
Step-by-step explanation:
Start with 80 km/hr. Convert this to the units miles/hr:
(80 km/hr)(1 mile/1.6 km) = 50 miles/hr
Next, apply the equality 60 min / 1 hr = 1 to 50 miles/hr:
50 miles. 1 hr
------------- * ------------ = 5/6 mi/min, or 0.83 mi/min
hr 60 min
BRAINLIEST IF CORRECT
Answer:
Blue
Step-by-step explanation:
The experimental probability (and theoretical probability) of drawing a blue marble is the highest:
[tex]\checkmark\:\text{Blue: }\frac{16}{40},\\\text{Red: }\frac{14}{40},\\\text{Yellow: }\frac{10}{40},[/tex]
Hector gave 40% of his money and an additional $5 to Calista. He
gave 75% of his remaining money and an additional $6 to Koren,
The amount of money Hector had left in the end was $44 less than
the amount of money he gave to Karen. Find the amount of money
Hector gave to Calista,
Is this a statistical question?
"What is the weight of a mouse?"
Answer:
yes that is a statistical question
Step-by-step explanation:
Trigonometry
Find AC in the diagram attached.
Answer:
2√2
Step-by-step explanation:
< C = 180-15-45 = 120°
AC/sin 45° = AB/sin 120°
AC = 2√3 × sin 45° / sin 120°
= 2√3 × ½√2 / ½√3
= 2√2
Answer:
2√2
Step-by-step explanation:
Name the following triangle:
A. equilateral and right
B. isosceles and obtuse
C. isosceles and acute
D. scalene and obtuse
Answer:
isosceles and obtuse
Step-by-step explanation:
We have 2 sides that are equal length - isosceles
We have an angle that is greater than 90 and less than 180 - obtuse
Answer:
B. Isosceles and Obtuse
Step-by-step explanation:
Two sides of the triangle have equal length, and one angle is more than 90 degrees.
Part D In her science class, Nadia needs to make a model showing the planets relative distance from the Sun. She wants to use centimeter grid paper to create her model. If 1 centimeter on the model represents 100,000,000 kilometers, write a proportion Nadia could use to create her model on the grid paper. Use the proportion to find the distance for each planet on the model. Then use a ruler and centimeter grid paper to draw a model similar to Nadia's.
Answer:
Mars
Step-by-step explanation:
100,000,000 kilometers, write a proportion Nadia could use to create her model on the grid paper. Use the proportion to find the distance for each planet on the model.
Aha I'm failing so if you could help that would be great :D. Find the value of x in the triangle shown below.
Answer:
8
Step-by-step explanation:
p = ?
h = 10
b = 6
Now,
p2 = h2 - b2
p2 = ( 10)2 - (6)2
p2 = 100 - 36
p2 = 64
p = root under (64)
p = 8
Find the original length if the map length is of 5cm and whose map ratio is 1:10000.
Use the hint: map ratio = map length: ground length
A small dog gets fed 3/4 of a cup of dog food twice a day.
Use d for the number of days and f for the amount of food (in cups), write an equation relating the variables!
Will be marked BRAINLIEST
Answer:
[tex]2f \: \alpha \: d \\ 2f = kd \\ : k \: is \: a \: constant \\ 2( \frac{3}{4} ) = k \times 1 \\ k = \frac{3}{2} \\ \therefore2f = \frac{3}{2} d \\ 4f = 3d \\ f = \frac{3}{4} d[/tex]
Solve for t.
3t= -8.16
giving brainlist tobfastest and correct
Answer:
A is your answer
which angles are adjacent to each other ? select all that apply
Step-by-step explanation:
1st one
2nd
4th
Please help me with this question .
Answer:
B
Step-by-step explanation:
hope it helps
Prove for any positive integer n, n^3 +11n is a multiple of 6
There are probably other ways to approach this, but I'll focus on a proof by induction.
The base case is that n = 1. Plugging this into the expression gets us
n^3+11n = 1^3+11(1) = 1+11 = 12
which is a multiple of 6. So that takes care of the base case.
----------------------------------
Now for the inductive step, which is often a tricky thing to grasp if you're not used to it. I recommend keeping at practice to get better familiar with these types of proofs.
The idea is this: assume that k^3+11k is a multiple of 6 for some integer k > 1
Based on that assumption, we need to prove that (k+1)^3+11(k+1) is also a multiple of 6. Note how I've replaced every k with k+1. This is the next value up after k.
If we can show that the (k+1)th case works, based on the assumption, then we've effectively wrapped up the inductive proof. Think of it like a chain of dominoes. One knocks over the other to take care of every case (aka every positive integer n)
-----------------------------------
Let's do a bit of algebra to say
(k+1)^3+11(k+1)
(k^3+3k^2+3k+1) + 11(k+1)
k^3+3k^2+3k+1+11k+11
(k^3+11k) + (3k^2+3k+12)
(k^3+11k) + 3(k^2+k+4)
At this point, we have the k^3+11k as the first group while we have 3(k^2+k+4) as the second group. We already know that k^3+11k is a multiple of 6, so we don't need to worry about it. We just need to show that 3(k^2+k+4) is also a multiple of 6. This means we need to show k^2+k+4 is a multiple of 2, i.e. it's even.
------------------------------------
If k is even, then k = 2m for some integer m
That means k^2+k+4 = (2m)^2+(2m)+4 = 4m^2+2m+4 = 2(m^2+m+2)
We can see that if k is even, then k^2+k+4 is also even.
If k is odd, then k = 2m+1 and
k^2+k+4 = (2m+1)^2+(2m+1)+4 = 4m^2+4m+1+2m+1+4 = 2(2m^2+3m+3)
That shows k^2+k+4 is even when k is odd.
-------------------------------------
In short, the last section shows that k^2+k+4 is always even for any integer
That then points to 3(k^2+k+4) being a multiple of 6
Which then further points to (k^3+11k) + 3(k^2+k+4) being a multiple of 6
It's a lot of work, but we've shown that (k+1)^3+11(k+1) is a multiple of 6 based on the assumption that k^3+11k is a multiple of 6.
This concludes the inductive step and overall the proof is done by this point.
in a three digit number, the hundreds digit is one more than the ones digit and the tens digit is twice the hundreds digit. If the sum of the digits is 11, find the number. If the hundreds digit of the number is x, the equation will be? 20 Points to solve and brainliest.
Answer:
I am not sure, but I think 362 is the answer
Step-by-step explanation:
hundred digit:x
tens digit:2x
ones digit:x-1
x+2x+x-1=11
4x=12
x=3
number=362
use the data in the frequency table. The frequency table shows the time it took students in a P.E. class to run 1 mile.
8:00-8:59
6
9:00-9:59
2
10:00-10:59
8
11:00-11:59
6
12:00-12:59
9
3. How many students are in the P.E. class?
4. How many students ran 1 mile in under 9 minutes?
nothing
5. How many fewer students are there who ran 1 mile in under 10 minutes than students who took 11 or more minutes to run that distance?
nothing
6. Can you tell from the frequency table how many students, if any, ran a mile in exactly 12 minutes? Explain.
No/Yes, because the frequency table shows only frequencies/only ranges of times/exact times.
PLZ HURRY WILL MARK BRAINLIEST
Answer:
3. 31
4. 6
5. 7
6. No because the frequency table shows only ranges of times.
Step-by-step explanation:
3. Add up the number of students in each section of your table:
6 + 2 + 8 + 6 + 9 = 31
4. Only the first group ran under 9 minutes.
5. 8 students ran 1 mile in under 10 minutes (the first two sections)
15 students took 11 or more minutes to run 1 mile (the last 2 sections)
15 - 8 = 7
6. No, because the frequency table shows only ranges of times.
There are 31 students in PE class, 6 students ran 1 mile in under 9 minutes, 8 students are there who ran 1 mile in under 10 minutes than students who took 11 or more minutes to run that distance and no student ran a mile in exactly 12 minutes.
What is Statistics?A branch of mathematics dealing with the collection, analysis, interpretation, and presentation of masses of numerical data
A frequency distribution table is a method to organize the data given so that it makes it more meaningful and easier to understand.
The given frequency table
Time Number of students
8:00-8:59 6
9:00-9:59 2
10:00-10:59 8
11:00-11:59 6
12:00-12:59 9
3. The number of students in the PE class
6+2+8+6+9
=31
4. Only the first group ran under 9 minutes which is 6 students
5. 8 students ran 1 mile in under 10 minutes
6+2=8
15 students took 11 or more minutes to run 1 mile
15 - 8 = 7
6. No, because the frequency table shows only ranges of times.
Hence there are 31 students in PE class, 6 students ran 1 mile in under 9 minutes, 8 students are there who ran 1 mile in under 10 minutes than students who took 11 or more minutes to run that distance and no student ran a mile in exactly 12 minutes.
To learn more on Statistics click:
https://brainly.com/question/23091366
#SPJ2
An ice cream sandwich has a length of 4 inches, width of 2 1/2 inches, and height of 3/4 inches.What is the volume of the ice cream sandwich?
Answer:
7.2 is your answer:)
Step-by-step explanation:
Diagonals of a trapezoid intersect each other at point E, and the extensions of the legs of the trapezoid intersect each other at point F. Prove that line EF bisects the bases of the trapezoid.
PLEASE HELP, IT’S DUE TOMORROW. 50 POINTS AND BRAINLIEST.
Answer:
See Below.
Step-by-step explanation:
Let the intersection point above E be K, and let the intersection point below E be J.
Since ABCD is a trapezoid:
[tex]\displaystyle AB\parallel DC[/tex]
Therefore:
[tex]\displaystyle \angle AJF\cong \angle DKF[/tex]
And:
[tex]\displaystyle \angle DFJ\cong \angle DFJ[/tex]
So, by AA-Similarity:
[tex]\displaystyle \Delta DFK\sim \Delta AFJ[/tex]
CPSTP (Corresponding Parts of Similar Triangles are Proportional):
[tex]\displaystyle \frac{KD}{JA}=\frac{FK}{FJ}[/tex]
Likewise, do the same to the other side. Since AB is parallel to DC:
[tex]\displaystyle \angle BJF\cong CKF\text{ and } \angle CFJ\cong \angle CFJ[/tex]
Hence:
[tex]\Delta CFK\sim \Delta BFJ[/tex]
By CPSTP:
[tex]\displaystyle \frac{KC}{JB}=\frac{FK}{FJ}[/tex]
Substitution:
[tex]\displaystyle \frac{KD}{JA}=\frac{KC}{JB}[/tex]
Since AB is parallel to DC:
[tex]\displaystyle \angle CDB\cong \angle ABD[/tex]
By vertical angles:
[tex]\angle DEK\cong BEJ[/tex]
Hence, by AA-Similarity:
[tex]\Delta DKE\sim \Delta BJE[/tex]
CPSTP:
[tex]\displaystyle \frac{KD}{JB}=\frac{KE}{JE}[/tex]
Likewise:
[tex]\angle DCE\cong \angle BAC[/tex]
And by vertical angles:
[tex]\displaystyle \angle CEK\cong \angle AEJ[/tex]
Hence:
[tex]\Delta CKE\sim \Delta AJE[/tex]
CPSTP:
[tex]\displaystyle \frac{KC}{JA}=\frac{KE}{JE}[/tex]
Substitution:
[tex]\displaystyle \frac{KD}{JB}=\frac{KC}{JA}[/tex]
Now, we have obtained that:
[tex]\displaystyle \frac{KD}{JA}=\frac{KC}{JB}[/tex]
And:
[tex]\displaystyle \frac{KD}{JB}=\frac{KC}{JA}[/tex]
In the second proportion, multiply both sides by JA:
[tex]\displaystyle \frac{KD\cdot JA}{JB}=KC[/tex]
In the first equation, multiply both sides by JB:
[tex]\displaystyle \frac{KD\cdot JB}{JA}=KC[/tex]
Substitute:
[tex]\displaystyle \frac{KD\cdot JA}{JB}=\frac{KD\cdot JB}{JA}[/tex]
Cross-multiply:
[tex]JB\cdot KD\cdot JB=JA \cdot KD\cdot JA[/tex]
Cancel out KD and simplify:
[tex]JB^2=JA^2[/tex]
Therefore:
[tex]JB=JA[/tex]
And using the first proportion again:
[tex]\displaystyle \frac{KD}{JA}=\frac{KC}{JA}\Rightarrow KD=KC[/tex]
Hence, EF bisects AB and DC, the bases of the trapezoid.
A cone and cylinder have the same radius and the same volume. The cylinder has a height of 10m and a radius of 12m. Find the volume of the cylinder and the height of the cone.
Answer:
4523.89m
So for a cylinder it is radius times two. Then multiply your answer by pie 3.14 then times high.
The sum of the weights of Tom and Bill is 138 pounds and one boy is 34 pounds heavier than the other. How much does the heavier boy weigh?
Answer:
The heavier boy would weigh 86 pounds.
Step-by-step explanation:
Let's say boy=b, the equation would be:
2b+34=138
This is because the boys would weigh the same, with an exception of 34 pounds.
But we need to find just one person's weight. So bring 34 to the other side:
2b=138-34
Solve:
2b=104
Now, we need to find b:
b=52
So one boy would weigh 52, and the other would weigh 52+34, which is 86.
The heavier boy would weigh 86 pounds.
Happy learning!
--Applepi101
A chemist has 60 ounces of a mixture. She wishes to perform many trials in an experiment and will use 2/3 ounce of the mixture for each trial. How many trials can she perform? Simplify the answer.
Answer:
3/1=1/3
Step-by-step explanation:
split the 60 ozs to 3
Simplify 20 k + 15 k -5k
Answer:
30k
Step-by-step explanation:
helpppp plzzz...plz give steps
Answer:
Volume of hemisphere =
[tex] \frac{2}{3} \pi \: r {}^{3} [/tex]
Given volume =
[tex]18\pi \: cube[/tex]
[tex] \frac{2}{3} \times \frac{22}{7} \: {r}^{3} = 18 \times \frac{22}{7} [/tex]
So pi is there on both the sides so it will be cut from both LHS and RHS
[tex] \frac{2}{3} \times r {}^{3} = 18[/tex]
[tex]2 \times r {}^{3 } = 18 \times 3[/tex]
[tex]2 \times r {}^{3} = 54[/tex]
[tex]r {}^{3} = \frac{54}{2} [/tex]
[tex]r {}^{3} = 27[/tex]
[tex]r = 3[/tex]
Therefore value of r=3 inches
If you are helped with my answer pls tag me brianliest I really want it... Plzz
THANK YOU
im failing math rn and really need help so pls help. Find the value of xin the triangle shown below.
Answer:
x = 10
Step-by-step explanation:
Pythagorean Theorem = a² + b² = c²
6² + 8² = c²
36 + 64 = c²
100 = c²
c = 10
If my answer is incorrect, pls correct me!
If you like my answer and explanation, mark me as brainliest!
-Chetan K
Answer:
10
Step-by-step explanation:
pythagorean thereom
6^2 + 8^2 = c^2
100 = C^2
c = 10
Please find the 5 codes, thank you.
Answer:
13, 14, 13, 4.6, 48
Step-by-step explanation:
these are the x-values I have but I don't know hot to solve for th code.
help11111111112222222222
Answer: Cheeseburger
Real explanation:
Minimum: 28
Lower quartile: 32.5
Median: 39
Upper quartile: 49.5
Maximum: 56
Interquartile range: 23.5
Find the measure of each of the following
helpppp plzzzzzzzzz.....also give steps
I’ll fail if I don’t get this right pls help
Step-by-step explanation:
In order to find the number of solutions, we have to expand both sides out first.
[tex]3(x - 2) + 7x = \frac{1}{2} (6x - 2)[/tex]
First, expand 3(x-2), which will obtain 3x-6.
Next, expand (1/2)(6x-2), which gives 3x - 1.
The result at this point should be as shown below:
[tex]3x - 6 + 7x = 3x - 1[/tex]
Now, we would shift all x terms to the left and all number terms to the right.
[tex]3x + 7x - 3x = - 1 + 6[/tex]
After simplifying, the final equation would be:
[tex]7x = 5[/tex]
This is a linear equation and it has one solution.
[tex]x = \frac{5}{7} [/tex]
Answer:
x = 5/7
Step-by-step explanation:
Help pweeeeeeeeeaseeeeeeeeeeeeee
Answer:
B
Step-by-step explanation:
y = -2x
The negative slope means it goes down from left to right ( we eliminate Choice a)
Y = mx+b b is the y intercept
The b in the above equation is 0, so it must go through zero
That means the graph of the line is B
Answer:
B
Step-by-step explanation:
Because the equation is put in y = kx form the y intercept will be at the origin (0,0)
All graphs except B do not go through the origin
So b likely graphs y = -2x