HELP IM ON A TIMER WILL GIVE BRAINLISTEST AND 5 STAR REVIEW

The rate per hour of Carrie's reading is 27.5 pages per hour

From the question, we have the following parameters that can be used in our computation:

A mathematical statement

The mathematical statement is given as:

This means that the rate of reading is

Rate = 5 ½ pages per 12 minutes

Express as decimal

This gives

Rate = 5.5 pages per 12 minutes

Convert minute to hours

So, we have the following representation

Rate = 5.5 pages per 0.2 hour

Evaluate the quotient

Rate = 27.5 pages per hour

Hence, the rate is 27.5 pages per hour

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Complete question

Ms. Graves gave her class 12 minutes to read. Carrie read 5 ½ pages in that time.

At what rate, in pages per hour, did Carrie read?

The total number of bicycles and tricycles that were at the race are; 34

In mathematics, we know that a basic algebraic operation is simply any one of the common operations of arithmetic, that includes addition, subtraction, multiplication, division, raising to a whole number power, and taking roots (fractional power).

Now, we are told that there were 34 riders that showed up. Now, this means if there were 34 riders then we obviously had 34 bicycles and tricyles.

Thus, since the race lasted for 90 weeks and we are not told that any new riders were brought with new bicycles or tricycles, then it means that it was the same number number of bicycles and tricyles that were used for the 90 weeks.

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Answer:

y = -0.2x + 4.6

Step-by-step explanation:

We can set up a point-slope form to calculate for the equation:

y - y1 = m (x - x1)

Before we plug the coordinate into the formula, we need m, the slope of L, we know that L is perpendicular to the straight line, and the slope of the straight line is 5:

Perpendicular slope form is: opposite reciprocal of m, which is:

-1/5 or -0.2

Now we plug all the numbers into the previous equation:

y - 5 = -0.2 (x + 2)

y = -0.2 (x + 2) + 5

y = -0.2x + -0.4 + 5

y = -0.2x + 4.6

Now this is a slope-intercept form.

The extraneous solution of the equation x - 1 = √x + 1 is x = 0

From the question, we have the following parameters that can be used in our computation:

x - 1 = √x + 1

Take the square of both sides

So, we have

x² - 2x + 1 = x + 1

Evaluate the like terms

x² - 3x = 0

So, we have

x(x - 3) = 0

Solving for x, we have

x = 3 and x = 0

Substitute x = 3 and x = 0 in x - 1 = √x + 1

3 - 1 = √3 + 1

2 = 2 ---- true

0 - 1 = √0 + 1

-1 = 1 ---- false

Hence, the extraneous solution is x = 0

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Total tickets of a basketball game sold to students are 332 and total tickets sold to adults are 456.

Total number of sold tickets for a basketball game = 788

Total receipts for game = $1,400

Price of game tickets for an adults = $2.50/ticket

Price of game tickets for student = $1.25/ ticket

let us assume that total tickets sold to adults be "x".

Out of 788 , total tickets sold to students = 788 - x

Total money paid by adults = $2.50x

Total money paid by students = $1.25(778 - x)

Total money paid by adults and students will be equal to ($2.50x + $1.25(788 - x) ).

Total receipts for game is $1,400, so

$2.50x + $1.25(788 - x) = $1,400

which is a linear equation of one variable.

Now, we have to solve this equation

2.50x + 1.25×788 - 1.25x = 1,400

=> 1.25x + 985 = 1400

=> 1.25x = 1400 - 985 = 415

=> x = 415/1.25 = 332

So, total tickets sold to adults are 332 . Then,

total tickets sold to students = 788 - 332 = 456.

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It is not possible for students to use 24 paper squares to make a quilt with 5 rows of paper squares, because 24 is not divisible by 5.

In order to make a quilt with 5 rows of paper squares, each row must have the same number of squares. If we divide 24 by 5, we get 4 with a remainder of 4. This means that it is not possible to have 5 rows of the same number of squares, as some rows would have to have an extra square.

Simple division is a mathematical operation that consists of dividing one number (the dividend) by another (the divisor) to obtain the quotient. For example, if we want to divide 20 by 4, the quotient would be 5. In addition to the quotient, division can also produce a remainder, which is the number left over after division. In some cases, the remainder is zero, which means the division is exact. However, in other cases, the remainder is greater than zero, which means that the division is not exact. Simple division is a fundamental operation in mathematics and is used in a variety of situations, such as dividing food or money between people.

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The value of the angle ∠U using the exterior angle theorem is calculated as; D: 34°

An exterior angle of a triangle is created by extending one side of the triangle. Now, the theorem of exterior angle of a triangle is that If a side of a triangle is produced, then the exterior angle so formed is equal to the sum of the two interior opposite angles.

Now, since we are given that m∠V = 95°, and m∠Z = 129°, then it means we can say that;

∠X, ∠Y = ∠Z

Similarly;

∠U + ∠V = ∠W

By congruency and external angles theorem, we can say that;

∠U + ∠V = ∠Z

Thus;

∠U +  95° = 129°

Thus;

∠U = 129 - 95

∠U = 34°

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A graph of this continuous exponential function f(x) is shown in the image attached blow. Also, the y-intercept is equal to: B. 3.

Mathematically, an exponential function can be modeled by using this equation:

f(x) = ab^x

Where:

Based on the data points (2, 12) and (3, 24) given in the table representing a continuous exponential function f(x), we create a system of equations as follows;

12 = ab²        .....equation 1.

24 = ab³        .....equation 2.

Dividing equation 2 by equation 1, we have:

24/12 = ab³/ab²

2 = b

For the value of a, we have;

12 = a(2)²

12 = 4a

a = 12/4

a = 3

Therefore, the y-intercept (a) is 3.

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Answer:

To find the equation of a line that is perpendicular to the line y = -x - 2 and intersects the point (-5, 10), we can use the Point-Slope Form of a line: y - y₁ = m(x - X1)

The Point-Slope Form allows us to find the equation of a line when we know the slope of the line (m) and the coordinates of a point on the line (X1, Y1).

In this case, we know that the slope of the line y = -x - 2 is -1, because the coefficient of x is -1. We also know that the line intersects the point (-5, 10), so we can substitute those values into the Point-Slope Form:

[tex]y - 10 = -1(x - (-5))\\[/tex]

Next, we can simplify this equation by distributing the -1:

[tex]y - 10 = -1x + 5[/tex]

Finally, we can write the equation in slope-intercept form by adding 10 to both sides and simplifying:

[tex]y = -1x + 15[/tex]

So, the equation of the line that is perpendicular to y = -x - 2 and intersects the point (-5, 10) is y = 1x+15.

I hope this helps! If you have any questions about this problem or if you need further clarification, just let me know.

1. The angles that are congruent to angle 5 are angles 8, 4, and 1

2. The value of x is: 16

3. m<NWH = 63°

4. m<1 = 45°

5. The triangles are not similar.

6. Pairs of angles that correspond to each other are:

angles 1 and 5

angles 2 and 6

angles 3 and 7

angles 4 and 8

Congruent angles can be described as two or more angles that have the same angle measures. Some special angles that are congruent to each other are:

1. The angles that are congruent to angle 5 are:

angle 8 [vertical angle]

angle 4 [Alternate interior angles]

angle 1 [Corresponding angles]

2. 2x + 6 + 4x - 9 + 5x + 7 = 180 [triangle sum theorem]

Solve for x:

11x + 4 = 180

11x = 180 - 4

11x = 176

x = 16

3. m<NWH = 128 - 65 [exterior angle theorem]

m<NWH = 63°

4. m<1 = 180 - 89 - 46

m<1 = 45°

5. If two triangles have two pairs of corresponding angles that are congruent, they are similar to each other. Therefore, since triangle A and B do not have two pairs of corresponding congruent angles, then they are not similar.

6. The corresponding angles are:

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Answer: I hope you find the help. I’m not sure

Step-by-step explanation:

Answer:

Step-by-step explanation:

u just add the two equations together.

14w +56

The percent error of Jocelyn’s estimate will be - 2.14%.

A percentage simply has to do with the a value or ratio which can be stated as a fraction of 100. It should be noted that when we want to we calculate a percentage of a number, we simply divide it and then multiply the value that is gotten by 100. In this case, the percentage then refers to a component per hundred. The word percentage simply means per 100 and it is represented by %.

Here, Jocelyn estimates that a piece of wood measures 5.5cm when it's actually 5.62 cm. We simply want to calculate the percentage error which will be calculated thus:

The percent error of Jocelyn’s estimate will be:

= (Estimated measurement - Original measurement) / Original measurement × 100

= (5.5 - 5.62) / 5.62 × 100

= -0.12 / 5.62 × 100

= - 2.14%

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Complete question

Jocelyn estimates that a piece of wood measures 5.5cm when it's actually 5.62 cm, what is the percent error of Jocelyn’s estimate

The value is evaluated to 5 1/4

A fraction can be described as the part of a whole value, variable or element.

The different types of fractions are;

From the information given, we have that;

1 + (-2/3) - (-m)

If the value of m = 9/2, let's substitute the value, we have;

1 - 2/8 - ( 9/2)

expand the bracket

1 - 2/8 + 9/2

Find the LCM

8 - 2 +  36 /8

42/8

5 1/4

Hence, the value is 5 1/4

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The rate on the interest of $1680 with principle $3000 is 8 %

Simple interest is a way to figure out how much interest will be paid on a sum of money at a specific rate and for a specific duration of time. Contrary to compound interest, where we add the interest of one year's principal to the following year's principal to compute interest, the principal amount under simple interest remains constant.

Simple interest is a quick and simple approach to figure out how much money has accrued interest. Interest is always applied to the initial principle amount and is calculated at the same rate for each period of time. Any bank where we deposit money will pay us interest on that amount. Simple interest is one of several forms of interest that banks charge. Now, let's first clarify what a loan is before delving further into the idea of simple interest.

Here, Principle amount = $3000

Interest = $1680

Time = 7 years

rate = r %

So,

1680 = (3000*r*7)/100

⇒ 1680 = 30*7*r

⇒ r = 1680/210

⇒ r = 8

So the rate of interest is 8 %

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There are two quantitative variables that are required to measure the scatter plot.

The values of one variable appear on the horizontal axis and the values of the other variable appear on the vertical axis.

A scatterplot is a type of data display that shows the relationship between two numerical variables and a graphical representation of individual scores on two variables.

Each member of the dataset gets plotted as a point whose (x, y) left parenthesis, x, comma, y, and right parenthesis coordinates relate to its values for the two variables.

The values of one variable appear on the horizontal axis and the values of the other variable appear on the vertical axis.

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Answer:

x < -2  or  x > 4

Step-by-step explanation:

This is an absolute value inequality of the form

|X| ≥ b

where X is an expression with a variable, and b is a non-negative number.

An absolute value inequality of this form is solved by changing the form into a compound inequality using the word "or."

To solve

|X| ≥ a,

solve the compound inequality

X < - a or X > a

In other words, when the absolute value of an expression is greater than (or greater than or equal to) a number, rewrite the absolute value inequality as

expression < -number or expression > number

In your problem, you have

|2x - 2| ≥ 6

The expression is 2x - 2.

The number is 6.

You change the absolute value inequality to the following compound inequality:

2x - 2 ≤ -6  or  2x - 2 > 6

Now you solve each inequality always keeping the word "or" in between them.

2x - 2 ≤ -6  or  2x - 2 > 6

2x < - 4  or  2x > 8

x < -2  or  x > 4

I hope you understand the solution and explanation. If you have any questions, ask in the comments.

The distance between the given two points on the coordinate grid is 17 units.

A coordinate grid has two perpendicular lines, or axes labelled just like number lines. The horizontal axis is usually called the x-axis. The vertical axis is usually called the y-axis. The point where the x- and y-axis intersect is called the origin.

Given that, are two points (7, 8) and (-8, 0) on a coordinate grid, we need to find the distance between the points

We know that, the distance between two points on a coordinate grid is given by;

D = √(x₂-x₁)²+(y₂-y₁)²

Here, x₁ = 7, x₂ = -8 and y₂ = 0, y₁ = 8

Therefore,

D = √(-7-8)²+(0-8)²

D = √(-15)²+(-8)²

D = √225+64

D = √289

D = 17

Hence, the required distance is 17 units.

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The linear relationship creates a straight line when plotted on a graph, a nonlinear relationship does not create a straight line but instead creates a curve.

Nonlinearity is a term used in statistics to describe a situation where there is not a straight-line or direct relationship between an independent variable and a dependent variable.

A nonlinear relationship between variables is a relationship whose scatter plot does not resemble a straight line.

A linear relationship refers to a situation where there is a direct correlation between an independent variable and a dependent variable.

A linear relationship between variables is a relationship whose scatter plot resembles a straight line.

A scatter plot is a graph of data showing discrete points of data that are not connected.

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The net force on particle q2 is 32203.65N

The sum total of all the forces which are acting on an object is known as the net force. A mass that can accelerate due to net force on an object. Whether a body is at rest or in motion, it is a subject to another force. When there are a lot of forces which are acting on a system, the term net force is used to denote it.

Given;

r₁₂ = 0.550m r₂₃ = 0.550m. Then the distance from the first charge to the third one will be;

r₁₃ = r₁₂ + r₂₃ = 0.550 + 0.550 = 1.1m

Now, according to the Coulomb's law, the net force on particle q₂ will be equal to the sum of the forces on particle q₂ from the particle q₁ and q₃.

F₃+ = F₁₃ +F₂₃ = q₁q₂/r²₁₃ + k q₃q₂/r²₂₃

Where, k = 9 × 10⁹ N m²/C²

Substituting numerical values;

F₃ = 9 × 10⁹ (-66.3 × 10⁻⁶)(-43.2 × 9 × 10⁻⁶)/ 1.45² + 9 × 10⁹ × 108 × 10⁻⁶ (-43.2 × 10⁻⁶) / 0.550²

F₃= 231.996x 41.9904/0.3025

F₃= 32203.65

Therefore, the net force will be 32203.65N

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The perimeter is the total distance around the outer boundaries of a shape. It is used to measure the size of an area by adding the lengths of all the sides of the shape together.

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The end behavior of the function f(x) describes the behavior of the function as x approaches the +∞  f(x) approaches to 1/2 and the x approaches the -∞  f(x) approaches to 1/2.

What is a function?

It is defined as a special type of relationship and they have a predefined domain and range according to the function every value in the domain is related to exactly one value in the range.

A mathematical phrase, rule, or law that establishes the link between an independent variable and a dependent variable is known as a function. In mathematics, functions exist everywhere, and they are crucial for constructing physical links in the sciences.

For the end behavior:

As x → ∞  f(x) → 1/2

And x → -∞ f(x) → 1/2

Thus, the end behavior of the function f(x) describes the behavior of the function as x approaches the +∞  f(x) approaches to 1/2 and the x approaches the -∞  f(x) approaches to 1/2.

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The equation that can be used to determine f, the numbers of flyers Fernando handed out in two hours will be f= (120 / 30) × 29

It should be noted that a rate demonstrates how many times one number can fit into another number. It simply contrast two numbers by ordinarily dividing them. A/B will be the formula if one is comparing one data point to another data point.

In this case, Landon hands out 90 flyers in 2 hours. Fernando hands out 29 flyers in 30 minutes.

Note that 2 hours = 120 minutes.

The equation that can be used to determine f, the numbers of flyers Fernando handed out in two hours will be:

f = (120 / 30) × 29

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There are six even numbers that can be formed from the digits 1, 2, 3, 4, and 5: 2, 4, 12, 14, 23, and 24.

To calculate the number of even numbers, we can first calculate the total number of combinations of all the digits. This is done by multiplying the total number of digits (5) by the total number of combinations of each digit (4). This gives us 5 x 4 = 20.

To calculate the number of even numbers, we then divide this number in half, as half of the combinations will be even numbers. Therefore, 20 divided by 2 = 10 even numbers. Hence, there are six even numbers that can be formed from the digits 1, 2, 3, 4, and 5: 2, 4, 12, 14, 23, and 24.

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Answer:

Step-by-step explanation:

point form:

(-24,-13)

Equation form:

x = -24  y = -13

The value of [tex]x[/tex] and [tex]y[/tex] is [tex]x=-24[/tex] and [tex]y=-13[/tex]

The two given equation are

                       [tex]2x-3y=-9\\x-5=-29[/tex]

We need to find [tex]x[/tex] and [tex]y[/tex]

 that is ,

           [tex]x=-29+5\\x=-24[/tex]

We can substitute the value of [tex]x[/tex] in equation [tex]2x-3y=-9[/tex]

       that is ,

                      [tex]2(-24)-3y=-9\\-48-3y=-9\\-3y=-9+48\\-3y=39\\y=-13[/tex]

The value of [tex]x=-24,y=-13[/tex]

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The complete question is , Find the value of [tex]x[/tex] and [tex]y[/tex] if [tex]2x-3y=-9 , x-5=-29[/tex] in the substitution form.

Answer:The greatest possible error of a measurement is considered to be one-half of the measuring unit. If you measure a length to be 4.3 cm. (measuring to the nearest tenth), the greatest possible error is one-half of one tenth, or 0.05. This means that any measurements in the range from 4.25 cm. to 4.35 cm. are perceived as correct.

Step-by-step explanation:

Answer:

The greatest possible error for a measurement of 0.05 metric tons would depend on the accuracy of the measurement device or technique being used. Without more information about the specific measurement method, it is impossible to determine the greatest possible error.

Step-by-step explanation:

Answer:

8, -1

Step-by-step explanation:

We can find the two numbers by examining the factors of -8 and seeing which two add up to 7.

There are only four factors of -8 including 1 * -8, 2 * -4, 4 * -2, 8 * -1.

Only 8 -1 = 7.

The linear inequality that represents the given temperature is; -40 < x < 120

Linear inequalities are defined as inequalities that involve at least one linear algebraic expression.

Linear inequalities are usually written in the form of  expressions where any two values are often compared by the inequality symbols such as, ‘<’, ‘>’, ‘≤’ or ‘≥’. Now, these values could be numerical or algebraic or even a combination of both.

The linear inequality from the question expressed as -40 < x < 120 shows us that the outside air must be between the range of -40 degrees to 120 degrees.

This can be explained as the least temperature must be above -40°F and the highest temperature must not exceed 120°F

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From the given function, When the number of classes is 1 the football is less expensive.

When the number of classes is 1, the basketball is less expensive.

A function in mathematics from a set X to a set Y allocates exactly one element of Y to each element of X. The sets X and Y are collectively referred to as the function's domain and codomain, respectively.

a mathematical phrase, rule, or law that establishes the link between an independent variable and a dependent variable (the dependent variable). In mathematics, functions exist everywhere, and they are crucial for constructing physical links in the sciences.

Four main categories can be used to classify different sorts of functions. dependent upon element Function is a one-to-one relationship, a many-to-one relationship, onto function, one-to-one and into function.

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