Answer: 3.93701
Step-by-step explanation:
Stella has $4.50 worth of dimes and quarters. She has 3 more dimes than quarters. Determine the number of dimes and the number of quarters that Stella has.
Answer:
12 quarters, 15 dimes
Step-by-step explanation:
Let q be the number of quarters and d be the number of dimes. We set up and solve this system of equations:
.10d + .25q = 4.50
d = 3 + q
.10(3 + q) + .25q = 4.50
.30 + .10q + .25q = 4.50
.30 + .35q = 4.50
.35q = 4.20
q = 12, d = 15
A cell phone plan costs $ 28.90 per month for 400 minutes of talk time. It costs an additional $ 0.05 per minute for each minute over 400 minutes. To get e-mail access, it costs 20% of the price for minutes of talk time. Your bill, which includes e-mail, is the same each month for 7 months. The total cost for all 7 months is $273.91. Write and solve an equation to find the number of minutes of talk time you use each month.
Equation: 273.91 = 7 (0.05m + 28.90 + 0.20(28.90))
Please find the solution.
The number of minutes of talk time used each month is 89. The solution has been obtained by using linear equation.
What is a linear equation?
The linear equation has a degree of 1. It is evident that there are no variables in linear equations with exponents greater than one. This graph's equation produces a straight line.
We are given that a cell phone plan costs $ 28.90 per month for 400 minutes of talk time and the related information.
Let m be the number of minutes of talk time
From this, we get an equation as
273.91 = 7 (0.05m + 28.90 + 0.20(28.90))
On solving the equation, we get
⇒273.91 = 7 (0.05m + 28.90 + 5.78)
⇒273.91 = 0.35m + 202.3 + 40.46
⇒273.91 = 0.35m + 242.76
⇒0.35m = 31.15
⇒m = 89
Hence, the number of minutes of talk time used each month is 89.
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The equation can be used to find q, the number of quarters equal to 60 dollars.
q over 4 equals 60
How many quarters are equal to 60 dollars?
Answer:
15
Step-by-step explanation:
q/4=60
Just divide 60 by 4. :)
What is the Value of G?
The value of g in the intersected lines is 28 degrees.
How to find angles?When lines intersect, angle relationships are formed such as linear angles, adjacent angle, vertically opposite angles. Therefore, let's find the angle g in the intersected lines as follows:
Therefore,
g + 43 = 71
subtract 43 from both sides of the equation'
g + 43 - 43 = 71 - 43
g = 28
Therefore,
g = 28 degrees
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(5-4) + 10 = 5 - (4 + 10) A. True B. False
Answer: B. False
Step-by-step explanation:
(5-4)+10=11
5-(4+10)=-70
Answer: B: False.
Step-by-step explanation:
Use PEMDAS ( Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction ) to solve this problem.
Step One: Solve for (5-4) + 10
1) (5-4) = 1
2) 1 + 10 = 11
Step Two: Solve for 5 - ( 4 + 10 )
1) ( 4 + 10 ) = 14
2) 5 - 14 = -9
11 and -9 are not equal so this statement is false.
If m and n are positive integers that satisfy the equation 3m^3= 5n^5 the smallest possible value for m+n
The two smaller positive integers are:
m = 675
n = 45
And the sum is 675
What is the smallest possible value of m + n?We know that we have two positive integers, m and n.
And we know that:
3*m³ = 5*n⁵
One way of finding the numbers is evaluating one of the two in positive integers, until we get that the other one is also an integer.
For example,we can solve this for m to get:
m³ = (5/3)*n⁵
m = ∛((5/3)*n⁵)
Now just evaluate in different integer values of n.
if n = 3 we will get:
m = ∛((5/3)*3⁵) = ∛(405) = 7.39
So this is not a solution.
Now I will use n = 45 = 5*3*3 (so all the exponents inside the cubic root are multiples of 3)
m = ∛((5/3)*(5*3²)⁵)
m = ∛(5⁶*3⁹) = 5²*3³ = 25*27 = 675
Then the sum is:
45 + 675 = 720
These is the smaller sum.
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1. Find an equation of the line that satisfies the given conditions.
Through (−5, 2); perpendicular to the line y = − 1/2x + 4
2. Find an equation of the line that satisfies the given conditions.
y-intercept 3; parallel to the line 3x + 4y + 2 = 0
3. Find an equation of the line that satisfies the given conditions.
Through (−5, −13); perpendicular to the line passing through (−2, −1) and (2, −3)
Through (−5, 2); perpendicular to the line y = − 1/2x + 4 will be ⇒ y = 2x + 12 ⇒ y= 2x -3
1. y= - 1/2 x + 4
passes through (-5.2)
line perpendicular to given line
⇒ (slope of given line) * (slope of newline) = -1
(- 1/2) * (m) = -1
∴ m =2
equation of line passing through (-5 , 2) having slope m = 2 is
y- [tex]y_{1}[/tex] = slope ([tex]x-x_{1}[/tex])
y-2 = 2(x-(-5))
y-2 = 2(x=5)
y-2 = 2x + 10
∴ y = 2x + 12
2. parallel to line : 3x + 4y +2=0
⇒ slope = -3/4
4y = -3x -2
∴ y= -3/4x -1/2
y-intercept = 3
since equation of line having slope & y-intercept is, y =mx+c
slope = -3/4 ; y-intercept = 3
y=mx+c
y=-3/4x+3
4y = -3x + 12
∴ 3x =4y = 12
3. line passing through : (-5, -13) & perpendicular to line passes through (-2, -1) & (2, -3)
∴ slope of perpendicular line = [tex]y_{2} - y_{1} / x_{2} -x_{1}[/tex]
= -3 - (-1)/ 2 - (-2) = -3 + 1/4 = -2/4 = -1/2
y- (-13)= 2(x -(-5))
y+13 = 2x + 10
⇒ y= 2x -3
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find the surface area of the above solid a.81cm b.78cm c.84m d.72cm
Determine whether the given value is from a discrete or continuous data set. when a truck is randomly selected, it is found to have a length of 20 feet.
The length of a truck is an example of a continuous data set, and 20 feet is just one possible value within that range.
The given value, "a truck with a length of 20 feet," is an example of a continuous data set.
Continuous data refers to values that can take on any numerical value within a range, with no gaps or interruptions. In this case, the length of a truck can take on any value between 0 and some maximum length, with no gaps or interruptions in between.
In contrast, discrete data refers to values that can only take on certain specific values, usually integers. For example, the number of tires on a truck is a discrete data set because it can only take on integer values (e.g. 4, 6, 8).
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For each eye color, what percent of the students in the survey are male? female? Round each answer to the nearest tenth of a percent. Complete the table two-way table to organize the results.
48 percent of the students in the survey are male.
40 percent of the students in the survey are female
What is percentage?A number or proportion which can be represented as just a percent of 100 is known to as a percentage in math. If we want to calculate a percentage of such a number, multiple this by 100 then divided it by the total. Thus, a part per hundred is what the percentage refers to. Percent signifies for every 100. The sign "%" is used to denote it.
10%, a comparative figure denoting one hundredth of any amount. One percent (symbolised as 1%), being the hundredth component, is represented as 100 percent, while 200 percent signifies twice the amount specified. percentage.
b. 48 males and 40 females were surveyed.
Among the surveyed students, 8 had green eyes, 35 had blue eyes and 45 had brown eyes.
c. the image in below shows the complete table.
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Please Help me for 30 points
The answer to 1/5 + 2/5 is 3/5
A 25 foot tall flagpole casts a 42 foot shadow. What is the angle the sun hits the flagpole?
The angle the sun hits the flagpole is approximately 33.69°.
Describe angle.An angle is a geometric shape that is defined as the amount of rotation that occurs between two straight lines or planes. Angles are measured in degrees, with 360° representing a full circle.
We need to apply the inverse tangent function to determine the angle at which the sun strikes the flagpole. We are aware that the triangle's adjacent side is 42 feet long and its opposite side is 25 feet tall (the height of the flagpole) (the length of the shadow). This indicates that the following equation should be used to get the angle:
Angle = arctan(25/42)
Therefore, the angle the sun hits the flagpole is approximately 33.69°.
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Triangle cde is dilated by a scale factor of 2 to form triangle CDE . Side EC measures 86.
Since triangle CDE is dilated by a scale factor of 2 to form triangle CDE, the measure of side EC is equal to 43 units.
What is scale factor?In Geometry, the scale factor of a geometric figure can be calculated by dividing the dimension of the image (new figure) by the dimension of the pre-image (original figure):
Scale factor = Dimension of image (new figure)/Dimension of pre-image(original figure)
Substituting the given parameters into the scale factor formula, we have the following;
Scale factor = Dimension of image/Dimension of pre-image
2 = 86/side EC
Side EC = 43 units.
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Complete Question:
Triangle CDE is dilated by a scale factor of 2 to form triangle CDE . Side E'C' measures 86. What is the measure of side EC?
Please answer ASAP!!!
Answer:
answer asap!!!!!!!!!!!
Hey, I’m not sure how to do clue number 5, im rly rly sorry, but I’ve shown how to do #6 below, hope this helped :
f(x) = a(1+r)^x
f(x) = 320(1+ 0.042)^x
f(60) = 320 ( 1 + 0.042)^60
f(60) = 3778
answer : 3778
please help me for 30 points !!
Answer:
i believe its C
Sorry if its wrong
Step-by-step explanation:
Answer:
(C) 1/6 + 3/6
Step-by-step explanation:
If you want to add fractions all you do is add them across to get your sum.
A chicken coop contains chickens and rabbits. There are altogether 56 legs and 20 heads, How many chickens are there in this chicken coop?
(Show the solution by using an equation)
The graph shows the following system of inequalities.
{y≥12xy<2x−3
Which of the following points are part of the solution set of the given system?
Select all that apply.
Responses
(−9,−4)
(5,7)
(0,−2)
(0,0)
(−2,−2)
None of the coordinate points given are part of the solution set of the given system.
What is inequality?An inequality is used to make comparisons between the numbers or expressions. For example -
2x + 4 > 5
4x + 6 > 2
Given is the system of linear inequality as given below -
y ≥ 12x
y < 2x − 3
Refer to the graph of the system of linear inequality attached. The region common to the both the inequalities represents the solution set of the given system of linear inequality. It can be seen that none of the points are on the common region. So, we can say that none of the points is the solution set of the given system.
Therefore, none of the coordinate points given are part of the solution set of the given system.
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Original equation:
3(a-2) + 14 =8-6a
Solution: 3a-2+14-8-6a
3a +12=8-6a
9a + 12 = 8
9a = -4
a = -4/9
so what do you need help with
What is the value of X and Y?
The length of the sides x and y of the right-angled triangle are both equal to 9m using the trigonometric ratio of sine and cosine of angle 45°
What is trigonometric ratios?The trigonometric ratios is concerned with the relationship of an angle of a right-angled triangle to ratios of two side lengths.
The basic trigonometric ratios includes;
sine, cosine and tangent.
Considering the right-angled triangle, we shall calculate for the length x and y by application of the trigonometric ratio of sine and cosine for the angle 45°.
sin 45° = y/9√2 {opposite/hypotenuse}
by cross multiplication
y = 9√2 × sin 45°
recall that sin 45° = √2/2
y = 9√2 × √2/2
y = 9m
cos 45° = x/9√2 {adjacent/hypotenuse}
by cross multiplication
x = 9√2 × cos 45°
recall that cos 45° = √2/2
x = 9√2 × √2/2
x = 9m
Therefore, the length of the sides x and y of the right-angled triangle are both equal to 9m using the trigonometric ratio of sine and cosine of angle 45°.
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What is 506 kilometers in miles?
In the case of converting 506 kilometers to miles, we get approximately 314.58 miles.
Distance is a physical quantity that refers to the amount of space between two objects or points. In the metric system, kilometers (km) are commonly used to measure distance, while miles (mi) are used in the imperial system. To convert kilometers to miles, we need to use a conversion factor.
The conversion factor for kilometers to miles is 0.621371. This means that one kilometer is equivalent to 0.621371 miles. To find out how many miles are in 506 kilometers, we need to multiply 506 by the conversion factor:
506 km x 0.621371 mi/km = 314.58 miles
Therefore, 506 kilometers is equal to approximately 314.58 miles.
In conclusion, distance can be measured in different units such as kilometers and miles. To convert between these units, we need to use a conversion factor.
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∠A and
∠
B
∠B are vertical angles. If m
∠
A
=
(
7
x
+
4
)
∘
∠A=(7x+4)
∘
and m
∠
B
=
(
8
x
−
20
)
∘
∠B=(8x−20)
∘
, then find the measure of
∠
B
∠B.
The measure of angle B is given as follows:
m < B = 172º.
What are vertical angles?Vertical angles are angles that are opposite by the same vertex in crossing segments, and these angles are congruent, meaning that they have the same measure.
For this problem, angles A and B are congruent, hence the value of x is obtained as follows:
8x - 20 = 7x + 4
x = 24.
Hence the measure of angle B is obtained as follows:
m < B = 8(24) - 20
m < B = 172º.
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Connie is buying snacks for a hike. She purchased a bag of trail mix for $6.98 and a large bottle of water for $2.15.
what is Connies total bill
Connie's total bill is 9.13$
Use the trapezoid shown to mark each statement below as true or false. 10 If false, rewrite the statement correctly in the space below the statement. 4. The length of AB can be found using 32 + b² = 4². 5. The perimeter of the trapezoid shown is 22 units.
The statement is false, the perimeter of the trapezoid shown is 23 units
How to find the perimeter of a trapezoid?To find the perimeter of a trapezoid, you need to add the lengths of all four sides of the trapezoid.
A trapezoid is a four-sided figure with two parallel sides (the bases) of different lengths. The other two sides are called the legs.
The formula for the perimeter of a trapezoid is:
Perimeter = sum of all sides = base1 + base2 + leg1 + leg2
where base1 and base2 are the lengths of the parallel sides and leg1 and leg2 are the lengths of the non-parallel sides.
So, to find the perimeter of a trapezoid, you need to measure or know the length of all four sides and then add them up using the formula above.
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Use the trapezoid shown to mark each statement below as true or false. if false, please rewrite the statement correctly in the space below the statement!
Q: The perimeter of the trapezoid shown is 22 units.
True false?
how to determine slope field generator
To generate a slope field, use an online slope field generator tool by specifying the differential equation and the range of values for the independent and dependent variables.
A slope field, also known as a direction field, is a visual representation of the solution curves of a differential equation. It shows the direction of the solution curve at various points in the plane, which can help in understanding the behavior of the solution.
To generate a slope field, one can use an online tool that allows specifying the differential equation and the range of values for the independent and dependent variables. The generator then plots the direction vectors at each point in the plane based on the slope of the differential equation at that point.
Slope field generators are commonly used in the study of differential equations to visualize and better understand their solutions and behaviors.
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The side of a cube is multiplied by a factor of 10 . By what factor does the volume of the cube change?
The new volume of the cube is 1000 times the original volume. This means that the volume has increased by a factor of 1000.
What is volume?Volume is a measure of the amount of space that a three-dimensional object occupies. It is a property of a solid shape, and is usually expressed in units of cubic units, such as cubic meters [tex](m^3[/tex]), cubic centimeters [tex](cm^3[/tex]), or cubic feet [tex](ft^3)[/tex].
The volume of a cube is given by the formula [tex]V = s^3[/tex] cube is multiplied by a factor of 10, then the new side length becomes 10s.
The new volume of the cube can be calculated as follows:
V' = [tex](10s)^3[/tex]
= [tex]10^3[/tex] * [tex]s^3[/tex]
= 1000 *[tex]s^3[/tex]
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The cube's new volume is 1000 times larger than its old volume. This indicates that the capacity has multiplied by 1000.
Describe volume?
The quantity of space a three-dimensional object takes up is measured by its volume. It is a characteristic of solid shapes and is frequently stated in cubic unit measurements like cubic meters, cubic centimeters, or cubic feet.
The method for calculating a cube's volume is cube times a factor of 10, where the new side length is 10s.
The new volume of the cube can be calculated as follows:
V' = [tex]s^{3}[/tex]
= [tex](10s)^{3}[/tex]
[tex]V'=1000 s^{3}[/tex]
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Graph the following function: G(x)=3/4•2^x
You can do this on the desmos graph
5) The area of a rectangle is given by the expression 9x2 + 45x. If the width is represented by 9x, what expression would
represent the length?
Answer:
Assuming that 9x2 is [tex]9x^{2}[/tex], the length would be x + 5.
Step-by-step explanation:
The area of a rectangle is length times width.
It's given that the width is 9x, so the length must be multiplied by 9x to get 9x^2 + 45x.
9x * x = 9x^2 and 9x * 5 = 45x
So, 9x(x + 5) = 9x^2 + 45x
The area of the rectangle can be denoted using the expression, (x + 5).
The area of a rectangle is represented by the product of its length and width.
ar RECTANGLE = length X width
to find out the Length of the rectangle, we need to put the following values in the formula:
area = 9x^2 + 45x
width = 9x
let us assume length = L
putting the above values in the formula we get:
9x^2 + 45x = 9x * L
simplifying the area by taking out the common factor, we can write the area to be:
9x * ( x+ 5)
now,
L = [9x * (x+ 5)] / 9x
L = ( x + 5)
Therefore the length of the rectangle can be represented by using the expression; x + 5.
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a bag contains 6 white marbles and 4 black marbles. a marble is drawn from the bag and then a second marble is drawn without replacing the first one.
What is the probability of drawing a white marble on the first draw and another white marble on the second draw?
The probability of drawing a white marble on the first draw and another white marble on the second draw is 1/3.
What is probability?Probability theory is an area of mathematics that examines random events. A random event's outcome cannot be predicted before it happens, although it could take any of several different forms. The final result is thought to have been determined by chance.
In everyday speech, the word "probability" has numerous meanings. For the growth and applicability of the mathematical theory of probability, two of these are particularly crucial. One is the representation of probabilities as relative frequencies, which is illustrated by examples from basic teams playing coins, cards, dice, and roulette wheels.
Given that, a bag contains 6 white marbles and 4 black marbles. a marble is drawn from the bag and then a second marble is drawn without replacing the first one.
The total number of balls = 10 marbles.
The probability of drawing a white marble on first draw = 6/10.
The probability of drawing a white marble on the second draw = 5/9.
The probability of drawing a white marble on the first draw and another white marble on the second draw is:
6/10 × 5/9 = 30/90 = 1/3
Hence, the probability of drawing a white marble on the first draw and another white marble on the second draw is 1/3.
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Explain how the function compares to the parent function, f(x).
The function 1/5f(x) compares to the parent function f(x) given as follows:
Vertical shrink/compression by a factor of 1/4.
What are translation, shrink and stretch?A translation happens when either a figure or a function are moved horizontally or vertically.
The four translation rules for functions are given as follows:
Left a units: f(x + a).Right a units: f(x - a).Up a units: f(x) + a.Down a units: f(x) - a.For a vertical compression or stretch, the definitions are given as follows:
kf(x), |k| > 1 -> vertical stretch.kf(x), |k| < 1 -> vertical shrink.As k = 0.2 < 1, the transformation is a vertical shrink by a factor of 1/5.
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mr. jericho needs to teach his students how to make change. vygotsky would recommend that he:
Mr. Jericho needs to teach his students how to make change. Vygotsky would recommend that he set up a pretend shop and have all of the students act as cashiers in it.
One of the four methods of teaching is the interactive or participative method of teaching. In this method, students are taught certain stuff with the use of hands-on techniques. These include acting out whatever is being taught so that students have a better view of whatever is happening around them.
This method is quite useful and this is exactly what Vygotsky suggested for the students in the class in the very first place.
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