Time taken by the smaller hose to fill the pool on its own = 75 minutes
Time taken to fill the swimming pool by the larger hose and smaller hose working together = 30 minutes
Time taken by the larger hose to fill up the swimming pool = 50 minutes
Let 'x' be the time taken by the smaller hose to fill the swimming pool on its own.
In 30 minutes, the larger and smaller hoses together can fill the swimming pool. So in 1 minute, it can fill up 1/30 of the swimming pool.
In 50 minutes, the larger hose can fill up the swimming pool on its own. So the larger hose can fill up 1/50 of the pool in 1 minute.
It takes 'x' minutes for the smaller hose to fill up the pool on its own. So in 1 minute, the smaller hose alone can fill up 1/x of the pool.
Hence 1/30 = 1/x +1/50
⇒ 1/30 = (50+x)/50x
⇒ 30 = 50x/(50+x)
⇒ 30 (50 + x) = 50x
⇒ 1500 + 30x = 50x
⇒ 20x = 1500
⇒ x = 1500/20
⇒ x = 75 minutes.
Thus the smaller hose alone takes 75 minutes to fill up the pool.
The question is incomplete. Find the complete question below:
Working together, it takes two different sized hoses 30 minutes to fill a small swimming pool. If it takes 50 minutes for the larger hose to fill the swimming pool by itself, how long will it take the smaller hose to fill the pool on its own?
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Do You Like Guns N' Roses, If So, What Is Your Favorite Song?
Answer:golden hour by JVKE
Step-by-step explanation:
Simplify: 2.4 x 10−4 0.00024 0.000024 −0.000024 −2.4000
Answer:
0.00067
Step-by-step explanation:
You always want the period to the right of the first number meaning you’ll start from there counting backwards because it is negative.
Which number sentence is true? A. |10| < 1.0 B. |0| = 0 C. |-47| < |-30| D. |-100| < |0|
The second option (B) that is I0I = 0 is true.
This is a question of modulus.
Let us check all the options to find which one is true.
Let us check for A.
A. I10I < 0
We know that,
I10I = 10 > 0
Hence, this option is false.
Let us check for B.
B. I0I < 0
We know that,
I0I = 0 = 0
Hence, this option is true.
C. I-47I < I-30I
We know that,
I-47I = 47 and I-30I = 30
47 > 30
Hence,
I-47I > I-30I
Hence, this option is false.
D. I-100I < I0I
We know that,
I-100I = 100 and I0I = 0
100 >0
Hence,
I-100I > I0I
Hence, this option is false.
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Parallel and transversals
I was in a rush so I couldn't write fown the steps. If you need the explanations for how they were gotten, please say.
Find the value of x.
Determine if the equation is linear,quadratic,exponential, or absolute value Y=x² -5x+6
Explanations:
Note that any expression of the form:
[tex]ax^2\text{ + bx + c}[/tex]is a quadratic polynomial.
The given equation in the question is:
[tex]Y=x^2\text{ - 5x + 6}[/tex]Comparing the given equation with the general expression I wrote above:
a = 1, b = -5 and c = 6.
Since the given equation takes the form of the general expression, it is therefore quadratic.
HELP MATH SUCKSSSSSS 7 and 8
Answer:
Step-by-step explanation:
Part A Write the multiplication expression shown by the model. Do not solve the problem. Part B
Explain the expression written in Part A. Include the final product and how it is shown with the model.
The multiplication expression is given as L × w
The expression is given as N = r+ g + w + b
The final product of the expression is 200 boxes
How to determine the expressionNote that the formula determining the area of a rectangle is expressed as;
Area = lw
Where;
l denotes the length of the rectanglew denotes the width of the rectangleThe area of the figure can be calculated by multiplying the length and the width and then addition of the number of boxes.
This is given as;
10( 4 + 5 + 4 + 7)
Also
L × w = r + g + w + b
The expression L×w is a multiplication expression.
Total number of boxes vertically is the length = 20
Total number of boxes horizontally is the width = 10
Total area = L×w = 20 × 10 = 200
Number of the red boxes = 46Number of the green boxes = 46Number of the blue boxes = 46Number of the white boxes = 62Then,
N= r + g + w + b
We have;
L×B = 3r + w
Hence, a multiplication expression is expression having variables that are multiplied.
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Anna is computing 266 - 39. To do so, she first says that 266 is close to 270 and 39 is
close to 40, so she starts out computing 270 - 40 = 230. She then computes 230 - 3 =
227, and declares that 227 is her final answer. Is Anna's strategy correct? If yes, explain
why. If no, explain why not. Be mathematically specific, and support your reasoning
with a number-line model.
Yes, her strategy was correct.
What is BODMAS?When compared to operations involving just two numbers, solving an arithmetic expression that includes multiple operations like addition, subtraction, multiplication, and division is more difficult. A two-number operation is simple, but how do you work out an expression with brackets as well as multiple operations, as well as how to make a bracket simpler? Let's review the BODMAS rule as well as discover how brackets can be made simpler. For Bracket, Order, Division, Multiplication, Addition, and Subtraction, the acronym BODMAS is used. The acronym PEMDAS, which stands for Parentheses, Exponents, Multiplication, Division, Addition, as well as Subtraction, is also known as BODMAS in some areas. Thus, the following figure illustrates the order in which BODMAS and PEMDAS operate.
Simplification is done following BODMAS rule.
266-39 gives 227.
Hence, her strategy was correct.
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Jennifer is thinking about getting an MBA. She will give up making $27,500 a year for the two years it takes to complete the MBA. She will also pay $45,000 in total costs to get the degree. Assume she will make $67,500 a year after she gets her MBA. How long will it take for Jennifer to recover her investment?
Answer:
un year
Step-by-step explanation:
how many ways are there for her to plan her schedule of menus for the 20 school days if there are no restrictions on the number of times she cooks a particular type of meal?
The number of ways to plan her schedule of menus for the 20 school days is 10^20.
How to many number of ways to plan her schedule?To calculate combinations, we will use the formula nCr = n! / r! * (n - r)!, where n represents the total number of items, and r represents the number of items being chosen at a time. To calculate a combination, you will need to calculate a factorial.
For each day, there are ten different choices for what she will cook that day. 20 decisions are made, one for each day with ten different possibilities for each choice.
The complete question is: A school cook plans her calendar for the month of February in which there are 20 school days. She plans exactly one meal per school day. Unfortunately, she only knows how to cook ten different meals.
How many ways are there for her to plan her schedule of menus for the 20 school days if there are no restrictions on the number of times she cooks a particular type of meal?
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You have discovered another alien. Find the correct rescue path before answering this question.
When the spaceship starts from a point on the y axis, what is the y-intercept of the line of travel?
the x-coordinate of the spaceship
the y-coordinate of the spaceship
the y-coordinate of the alien
the distance from the spaceship to the alien
From the problem we can get that the y intercept of the line of travel is the y coordinate of the spaceship.
Given,
You have discovered another alien. Find the correct rescue path .
When the spaceship starts from a point on the y axis, we have to find the y intercept of the line of travel.
y-intercept;
A y-intercept, also known as a vertical intercept, is the location where the graph of a function or relation intersects the coordinate system's y-axis. This is done in analytic geometry using the common convention that the horizontal axis represents the variable x and the vertical axis the variable y. These points satisfy x = 0 because of this.
Here,
From the problem we can get that the y intercept of the line of travel is the y coordinate of the spaceship.
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Determine the intervals on which the function is increasing, decreasing, and constant.
A) Increasing on (- 5, - 3) and (2, 5) Decreasing on (- 3, 0) Constant on (0, 2) B) Increasing on (- 3, - 1) Decreasing on (- 5, - 2) and (2, 4) Constant on (- 1, 2) C) Increasing on (- 3, 1) ; Decreasing on (- 5, - 3) and (0, 5) ; Constant on (1, 2) D ) Increasing on (- 3, 0) Decreasing on (- 5, - 3) and (2, 5); Constant on (0, 2)
Answer:
The answer is D
Step-by-step explanation:
Check to see when the graph is increasing and decreasing from left to right.
It is decreasing from x = -5 to x = -3 or (-5,-3) These look like a points but are not. They are intervals.
Then, it increases from x = -3 to x = 0 or (-3,0)
Then, it stays constant from x = 0 to x = 2 or (0,2)
Lastly, it decreases from x - 2 to x = 5 or (2,5)
To summarize, the graph is increasing from (-3,0). Decreasing on (-5,-3) and (2,5). and constant on (0,2)
The only option that fits these conditions is D.
6. There were a total of 139 points scored in the basketballgame. The Falcons scored (9x+22) and the Mavericks scored(16x - 8). What was the Falcons score for the game?
The total score in the basket game = 139
Falcons score = 9x + 22
Maverick score = 16x - 8
Therefore,
139 = 9x + 22 + 16x - 8
collect like term
139 - 22 + 8 = 9x + 16x
125 = 25x
divide both sides by 25
x = 125/25
x = 5
Falcons score = 9x + 22
Falcons score = 9(5) + 22
Falcons score = 45 + 22
Falcons score = 67
Write an exponential function in the form y and (2,171). ab that goes through points (0,19)
The exponential function has the following form:
[tex]y=a\cdot b^x[/tex]The function goes through the points ( 0, 19) and ( 2, 171 )
We will use the points to find the values of a and b
[tex]\begin{gathered} x=0\rightarrow y=19 \\ \\ 19=a\cdot b^0 \\ b^0=1 \\ a=19 \end{gathered}[/tex]Substitute with the point ( 2, 171 ) and the value of a to find b
[tex]\begin{gathered} x=2\rightarrow y=171 \\ a=19 \\ \\ 171=19\cdot b^2 \\ \\ b^2=\frac{171}{19}=9 \\ \\ b=\sqrt[]{9}=3 \end{gathered}[/tex]So, the answer will be:
[tex]y=19\cdot3^x[/tex]if tan 1/3 and cos is less than 0 was in the sin of x
Answer:
[tex] \frac{1}{ \sqrt{10} } [/tex]
PLEASE HELP ASAPPP!!!!
The function f(x) is shown on the graph.
The graph shows a downward opening parabola with a vertex at negative 3 comma 16, a point at negative 7 comma 0, a point at 1 comma 0, a point at negative 6 comma 7, and a point at 0 comma 7.
What is the standard form of the equation of f(x)?
f(x) = −x2 − 6x + 7
f(x) = −x2 + 6x + 7
f(x) = x2 − 6x + 7
f(x) = x2 + 6x + 7
Answer:
f(x)= -x^2-6x+7
Step-by-step explanation:
Since the graph opens downward the function for the parabola is going to be negative. This leaves us with two answers.
Now use the remaining possible equations and solve for the vertex.
Using x= -b/2a to solve for the x value of the vertex plug in the values to solve.
a= -1 b= -6 c=7 so, since -6 is already negative plugging it in makes it positive -(-6)/2(-1) = 6/-2 = -3. So x equals negative 3.
Then plug in -3 into the equation to get the y-value.
- (-3)^2 - 6(-3) + 7 = -9 + 18 + 7 = 16 so this confirms the vertex for this equation is (-3,16) so the answer is -x^2-6x+7.
Hope this helped! :)
in professional tennis, the length of time that the strings of a tennis racquet last is distributed uniformly anywhere from 5 to 30 days. given that the strings are still not broken on day 15 since they were strung, what is the probability that the strings will not break for at least another 10 days? round your answer to 2 digits after the decimal.
Let g be a group with normal subgroups m and n. furthermore, assume n is a subste of m. use the first isomorphic theorem to prove that (g/n)/(m/n) is isomorphic to g/m.
The proof of (g/n)/(g/m) isomorphic to g/m from the first isomorphism theorem is as shown below.
Let a group g with normal subgroups m and n. Furthermore, n is a subset of m.
Proof: We have to prove (g/n)/(m/n) ≅ g/m (1)
g/m and g/n are valid because m and n are normal in g. As normality satisfies the intermediate subgroup condition, n is normal in m. because normality is image-closed m/n is a normal subgroup in g/n. Under the quotient map by n, the normal subgroup m of g is sent to a normal subgroup m/n of g/n. Thus the L.H.S of the statement to prove makes sense.
To describe the isomorphism from the left side to the right side
φ: g/n \to g/m
ψ(gn) = gm
So, a coset of n is taken by the map and it gives the corresponding coset of m. This is well-defined, because if h∈ n, thus h∈ m, hence (gh)m = g(hm) = gm.
The map is a homomorphism. So we observe that it maps the identity element to the identity element, keeps group multiplication preserved, and also preserves the inverse map.
Also, the map is surjective because any coset gm is present as the image of gn under ψ.
Lastly, we need to find the kernel of the map which is given by the set of gn such that gm = m. This is those cosets of n that are in m, and this is the same as the coset space m/n. Thus the kernel of the map is exactly g/m. Thus, the surjective homomorphism ψ: g/n → g/m has kernel m/n. And now by the first isomorphism theorem
(g/n)/(m/n)≅g/m where ≅ shows isomorphism
another problem to prove whether f is an isomorphism:
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Evaluate without any table 3log2 +log20 - log 1.6
The value of 3log2 +log20 - log 1.6 is 2.
What is logarithm?
A logarithm is defined as the power to which a number must be raised to get some other values. It is the most convenient way to express large numbers. or
logarithm is the exponent or power to which the base must be raised to be raised to yield a given number.
Given,
3log2 +log20 - log 1.6
we can write it as
log[tex]2^{3}[/tex]+log20 - (log 1.6)
= log 8+ log20 - (log 1.6) (property of logarithm)
= log (8×20/1.6)
=log 100
=2
Hence, the value of 3log2 +log20 - log 1.6 = 2
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a recipe uses 1 aubergine for every 3 people. how many aubergines should you buy for 10 people
Answer:
3 1/3 I am assuming that you cannot by 1/3 of an aubergines, so you would need to buy 4. if you can buy a partial one then it would be 3 1/3
Step-by-step explanation:
[tex]\frac{1}{3}[/tex] = [tex]\frac{a}{10}[/tex] Set up a proportion and then cross multiply and solve for a
3a = 10 Divide both sides by 3
a = [tex]\frac{10}{3}[/tex] = 3 1/3
Use the order of operations to evaluate.[tex]16.5 + ({62 }^{2} - 15.6) - 2[/tex]
Thus, the final answer is 34.9.
2.
[tex]16.5+(6^2-15.6)-3=16.5+(36-15.6)-3[/tex]What is the exchange rate? Show your work.
1 US dollar = _________ euro.
The exchange rate is 1 USD = 0.992714 EURO
What is Conversion of unit?The same attribute is expressed using a unit conversion, but in a different unit of measurement. For instance, time can be expressed in minutes rather than hours, and distance can be expressed in kilometres, feet, or any other measurement unit instead of miles.
We need to convert between units in order to ensure accuracy and prevent measurement misinterpretation. For example, we do not measure a pencil's length in kilometres. In this situation, one must convert from kilometres (km) to centimetres (cm) (cm).
Given:
1 US dollar = _________ euro.
As, the exchange rate between US dollar to Euros
1 USD = 0.992714 EURO
1 USD = 1 EURO
So, if we have to find 5 US dollar into EURO then
5 US dollar = 5.02 EURO = 5 EURO
Hence, the exchange rate is 1 USD = 0.992714 EURO
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Two companies are competing for a contract to make the programs for middle school gymnastics meets. Nadia’s Printing charges a $19.99 fee for printing and $0.25 for each program printed. Simone’s Stylish Print charges a $29.99 fee for printing and $0.10 for each program printed. For the most recent meet, Nadia’s Printing charged more than Simone’s Stylish Print.
Which inequality models this situation?
Answer:
the second answer
Step-by-step explanation:
help pls sos help sos help
Answer:
Step-by-step explanation:
Up 6 right 4: (4,6)
Right 4 up 6: (4,6)
Left 4 up 6: (-4, 6)
Down 4 right 6: (6, -4)
Right 6 down 4: (6, -4)
Answer: Right 4 up 6 is (4,6), left 4 up 6 is (-4,6), and right 6 down 4 is (6, -4).
Step-by-step explanation: Since you're starting from the origin, it's mainly counting. For (4,6), you are moving 4 places from 0 on the x axis. Then you move up 6 spaces from 4 on the y-axis. If you didn't move up, you'd be stuck at (4,0). It's important to keep in mind that (x,y).
according to the chart, approximately how many times more likely is a 16-year-old driver to crash with two passengers as opposed to with no passengers?
About twice as likely is a 16-year-old driver to crash with two passengers as opposed to with no passengers.A 16 or 17-year-old driver has a higher risk of dying every mile they drive compared to operating a vehicle alone. increases by 44% when one of the passengers is under the age of 21. while transporting two passengers who are under 21 in doubles.
Are 16 year olds more likely to crash?Teenagers between the ages of 16 and 19 had the highest crash risk of any age group. Teen drivers in this age range have a roughly three times higher risk of being in a fatal collision per mile traveled than drivers who are at least 20 years old.According to CDC research, there are a few main factors that increase the likelihood of young drivers being in auto accidents: insufficient experience Due in part to their inability to identify and avoid road dangers, teen drivers have a fatal crash risk that is three times higher than that of older drivers.To learn more about crash with two passengers refer to:
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16-year-old driver to crash with two passengers as opposed to with no passengers is about twice as likely.
Are 16 year old's more likely to crash?Teenagers between the ages of 16 and 19 had the highest crash risk of any age group. Teen drivers in this age range have a roughly three times higher risk of being in a fatal collision per mile traveled than drivers who are at least 20 years old.According to CDC research, there are a few main factors that increase the likelihood of young drivers being in auto accidents: insufficient experience Due in part to their inability to identify and avoid road dangers, teen drivers have a fatal crash risk that is three times higher than that of older drivers.The complete question is,
According to the chart, approximately how many times more likely is a 16-year-old driver to crash with two passengers as opposed to with no passengers?
just as likely
about twice as likely
about three times more likely
about four times more likely
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Eli has 12 eggs. He uses his grandpa's recipe to bake 4 loaves of challah. Find how many eggs are left over if Eli uses 2 eggs for each loaf of challah?
Answer:
4 Eggs are left since he uses 2 eggs per 1 loaf so 2x4=8
Step-by-step explanation:
The perimeter of a square can be found using p=n+n+n+n
Answer: Well, yes. It's more like p = s + s + s + s. "S" = side. "P" = perimeter.
So, this is theoretically true if your variable for a side just happened to be "n".
You also put, "The perimeter of a square", A simpler way to put this is
P = s4 or in your case P = n4.
Because this shape is a square all side lengths and angles will be congruent, and therefore will all be the same (which is why we are able to multiply one side by four.)
Hope this helps. :)
24. Anna went bowling. She spent less than or equal to $30, but spent more
than $25. Create a number line that shows all the possible amounts that
Anna may have spent at the bowling alley.
All the possible amounts that Anna may have spent at the bowling alley are presented on the number line.
What is a number line?In mathematics, a numbered line is a straight line with numbers organized at regular intervals or sections throughout its breadth. The beginning of period is frequently shown laterally and may be shifted in any position.
Anna visited a bowling alley. She did not spend less than or equal to $30, but she did spend more than $25.
The inequality is given as,
$25 < x ≤ $30
All the possible amounts that Anna may have spent at the bowling alley are presented on the number line.
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The total weight of three bean bags is 6.8 kg. Bag A weighs 1.5 kg more than Bag B. Bag C weighs 500 g more than Bag A. Calculate the weight of Bag B (will give brainliest and 50 points
Answer: 1.6 kg
Step-by-step explanation:
Let the weight of bag B in kg be B.
Then, Bag A weights B+1.5 and bag C weighs B+0.5.
[tex]B+1.5+B+0.5+B=6.8\\\\3B+2=6.8\\ \\ 3B=4.8\\\\B=1.6[/tex]
