The value of k is 6
In this question, we have been given In a high school, 20% of the students own a supercharged Greased Lightning 409 car while the other 80% own a feeble Milquetoast car. Last year the students owning a 409 received 60 speeding tickets while the students owning a Milquetoast received 10 speeding tickets.
A student owning a 409 was k times more likely to receive a ticket than a student owning a Milquetoast.
We write this statement in mathematical expression form as,
60 = 10 * k
We need to find the value of k
Consider above equation,
60 = 10 * k
k = 60/10
k = 6
Therefore, the value of k is 6
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Answer the question thx
The height, h of the airplane to the nearest foot is 536 feet (option D).
What is the height of the airplane?The diagram shown is a right angled triangle. The take off point and the height of the plane form a right angled triangle.
Trigonometry would be used to solve of the height of the airplane. We are to determine the opposite side given the adjacent side and the angle of elevation.
Tan = opposite / adjacent side
Tan 15 = h / 2000
0.2679 = h / 2000
h = 2000 x 0.2679
h = 536 feet
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Find the point where the tangent line to Y=x^3 at x=0.6 crosses the x-axis.X-intercept =?
curve: Y=x^3
The equation of the tangent line is:
y =
If sin 6A = cos 9A, then m/A is equal 1) 6 2) 36 3) 45 4) 1 1/2
Original expresion
[tex]\sin (6A)=\cos (9A)[/tex]Let's use the following relationship to determine the answer
[tex]\sin 6A=\cos (90-6A)[/tex]Now in the original expression
[tex]\begin{gathered} \cos (90-6A)=\cos 9A \\ 90-6A=9A \\ 90=6A+9A \\ 15A=90 \\ A=\frac{90}{15} \\ A=6 \end{gathered}[/tex]The answer would be A = 6
In the table below, replace a with a value that will make the relation a function: 1 3 5 b(n) 9 8 9 11 a
Function:
A function is a relation in which each input (x) has only one output (y).
If any one input (x) has more than one output (y) then it is not a function.
As you can see from the given table, the value of (a) must be anything other than (2)
So we can set a value of 4 for (a)
Now if you notice, each input will have exactly one output value so the criteria of a function is satisfied.
So, the answer is 4
Out of 40 students, 14 are taking English composition, 29 are taking Chemistry. If 5 students are in both class how many students are in neither classes.What is the probability that a randomly chosen student from this group is taking only chemistry class.
The probability that a randomly chosen student from this group is taking only a chemistry class will be 0.60.
What is probability?Its fundamental concept is that someone will nearly surely occur. The proportion of positive events in comparison to the total of occurrences.
Then the probability is given as,
P = (Favorable event) / (Total event)
Out of 40 understudies, 14 are taking English organization, and 29 are taking chemistry. Assuming 5 understudies are in both classes the number of understudies that are in neither class.
The number of students in neither class will be given as,
⇒ 40 - (29 + 14 - 5)
⇒ 40 - 38
⇒ 2
The probability that a randomly chosen student from this group is taking only a chemistry class will be
P = (29 - 5) / 40
P = 24 / 40
P = 0.60
The probability that a randomly chosen student from this group is taking only a chemistry class will be 0.60.
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It costs $2 to download a song and $12 to download an entire album. Jorge has $50 to spend on downloading music. Create an inequality that represents the number of songs (s ) and albums (a ) that Jorge could download.
Answer:
312
Step-by-step explanation:
42 43 312
Whats the vaule of W? Angles.
The value of w in the given equation is 57°
What are Vertically Opposite angles?When two lines intersect each other, then the opposite angles, formed due to intersection are called vertical angles or vertically opposite angles. A pair of vertically opposite angles are always equal to each other. Also, a vertical angle and its adjacent angle are supplementary angles, i.e., they add up to 180 degrees.
From the diagram the to lines intersect so the angle w and the angle 57 are facing each other, in geometry we say that vertical angles facing each other are equal.
Therefore, W = 57°( vertically opposite angles)
In conclusion the value of W in the diagram is 57°
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2. A bird flew from a point on the ground directly to the edge of the roof of a building. The height of the building is 40 feet, and the angle of elevation the bird's flight path made with the ground is 26°. Which expression models the total distance, in feet, the bird flew? А 40 cos 26 B 40 sin 26 с cos 26 40 D sin 26 40 I
We can draw the flight as:
We can use the trigonometric ratio that relates the sine of an angle with the opposite side and the hypotenuse:
[tex]\begin{gathered} \sin (26\degree)=\frac{\text{Opposite}}{\text{Hypotenuse}}=\frac{h}{D} \\ D=\frac{h}{\sin (26\degree)} \\ D=\frac{40}{\sin (26\degree)} \end{gathered}[/tex]Answer: the distance can be expressed as 40 / sin(26 deg)
Answer:
Step-by-step explanation:
The same salesman from the previous question earns a raise after working there for five years. What is his new flat rate salary (before commission) if he made $1000 in sales, still has his 15% commission on the amount in dollars of sales he makes, and took home $450 for the week?
When he made $1000 for the week, his 15% commission is;
[tex]\frac{15}{100}of1,000=150[/tex]It is known that he too $450 home for the week, then;
His new flat rate salary is $450 - $150 = $300
Translate and solve. Twice a number plus 6 is -14
translation 2x + 6 = -14
2x = -14 - 6
2x = -20
x = -20/2
x = -10
Determine the slope and equation of a line passing through the point (2, –1) and parallel to the x-axis
Answer:
slope = 0
eq of line: y = -1
Step-by-step explanation:
A line parallel to the x-axis is a horizontal line. The equation of a horizontal line is " y = anumber". Horizontal lines have 0 slope. The point given is (2,-1). In the point (2,-1) the y is -1. The equation of the horizontal line thru (2,-1) is
y = -1
This algebraic expressions are not equivalent. Explain why they are not equivalent. X2-1/2+8x-x2-6x. 2x2-2x
The two given algebraic expressions x²-1/2+8x-x²-6x and 2x²-2x are not equivalent as on simplification the first expression is linear but the second expression is quadratic.
the first expression is :
x²-1/2+8x-x²-6x
now we simplify by grouping all the like terms
or, x² - x² + 8x - 6x - 1/2
or, 2x - 1/2 (this is linear as the highest power of the variable x is 1)
Now the second expression is :
2x²-2x (this is quadratic as the highest power of the variable x is 2)
Hence these two expressions are not equivalent.
In mathematics, statements comprising variables, numbers, or both, and at least two terms connected by an operator are referred to as expressions.
Numerical expressions, which just contain numbers, and algebraic expressions, which also contain variables, are the two types of expressions used in mathematics.
A variable is a symbol having an unknowable value. One constant, one variable, or a combination of variables and constants multiplied or divided can all be used to create a term. A coefficient in an equation is a number that has been further multiplied by a variable.
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c=(5f-32)/9 solve for F
⇒They simply want you to make F the subject for the equation, since there are multiple variables in one equation we cannot solve for the exact values
[tex]c=\frac{(5f-32)}{9} \\c(9)=5f-32\\9c=5f-32\\5f-32=9c\\5f=9c+32\\\frac{5f}{5} =\frac{9c+32}{5} \\f=\frac{9c+32}{5}[/tex]
four students write algebraic math expressions and equations on their whiteboard. Which of the following students wrote expressions?
Answer:
Expressions: Student 1 and 4
Equations: Student 2 and 3
Step-by-step explanation:
Equations have an = sign. Expressions do not.
how do i convert .035 into a fraction
Answer:
35/1000
Step-by-step explanation:
the 5 is in the thousandths place therefore it is over 1000
Answer:
you would make it a 7 for the top and 200 for the bottom
Step-by-step explanation:
4) when Mrs. Oglethorpe sold her house recently, She received $210,000 for it, This was 40% more than she paid for it 10 years ago, What was the original purchase price?
the original purchase price was:
original purchase= 210,000- 0.4(210,000)=210,000-84,000=126,000
So the final answer will be that she paid $126,000, 10 years ago for her house.
we can check that our answer is correct by adding 126,000+84,000=210,000
suppose a 5 minute overseas call costs 5.91 and a 10 minute call costs 10.86. the cost of the call and length of the call are related. the cost of each minute is constant. How long can you talk on th phone if you only have 12.00 to spend on the call?
Calculate the measure of angle T.
A - 100
B - 105
C - 110
D - 115
Answer:
b
Step-by-step explanation:
Two numbers differ by 2, and their squares differ by 48. What are these numbers?
Answer needs to be: 11 and 13
Thank sou<3
Answer:
Below
Step-by-step explanation:
a - b = 2 so a = 2+b
a^2 - b^2 = 48 <===== substitute the value for 'a' underlined above
(2+b)^2 - b^2 = 48 expand L side
b^2 + 4b +4 - b^2 = 48 simplify
4b+4 = 48
4b = 44
b = 11 then a = 2+b = 13
juanita makes leather lanyards to sell she charges a base fee and a cost per inch of the finished lanyard.
Answer
y = ½x + 5
If y is the total amount Juanita makes for x inches of finished lanyard,
Base fee = y-intercept = 5
Cost per inch = Slope = 0.5 = ½
Explanation
To write the expression for this, we need to write the equation for the line representing the whole function
The slope and y-intercept form of the equation of a straight line is given as
y = mx + b
where
y = y-coordinate of a point on the line.
m = slope of the line.
x = x-coordinate of the point on the line whose y-coordinate is y.
b = y-intercept of the line.
From the gaph, we can easily see that
b = y-intercept = point where the line crosses the y-axis = 5
For the slope, for a straight line, the slope of the line can be obtained when the coordinates of two points on the line are known. If the coordinates are (x₁, y₁) and (x₂, y₂), the slope is given as
[tex]Slope=m=\frac{Change\text{ in y}}{Change\text{ in x}}=\frac{y_2-y_1}{x_2-x_1}[/tex]For this question,
(x₁, y₁) and (x₂, y₂) are (2, 6) and (6, 8)
[tex]\text{Slope = }\frac{8-6}{6-2}=\frac{2}{4}=\frac{1}{2}=0.5[/tex]Recall,
y = mx + b
m = slope = 0.5 = ½
b = y-intercept = 5
y = ½x + 5
If y is the total amount Juanita makes for x inches of finished lanyard,
Base fee = y-intercept = 5
Cost per inch = Slope = 0.5 = ½
Hope this Helps!!!
what is the range of the function f(x)=3x^2+18x
Range of the function f(x) = 3x² +18x is [-27,∞).
What is the range of a function?
The range of a function is the complete set of all possible resulting values of the dependent variable (y, usually), after we have substituted the domain.
Here, we have f(x) = 3x² +18x.
Let f(x) = y
⇒ y = 3x² +18x
⇒ y = 3(x²+6x)
⇒ y/3 = x²+6x
⇒ y/3 = x²+ 6x + 9 - 9
⇒ y/3 = (x+3)² - 9
⇒ y/3 + 9 = (x+3)²
⇒ (y+27)/3 = (x+3)²
Taking square root on both sides, we get
⇒ [tex]\sqrt{(y+27)/3}[/tex] = x+ 3
⇒ [tex]\sqrt{(y+27)/3} - 3[/tex] = x
Now since f(x) = y ⇒ x = f⁻¹(y)
⇒ f⁻¹(y) = [tex]\sqrt{(y+27)/3} - 3[/tex]
⇒ range = [-27,∞).
Therefore, range of the function f(x) = 3x² +18x was found to be [-27,∞).
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Claire has a loyalty card good for a discount at her local grocery store. The item she wants to buy is priced at $27, before discount and tax. After the discount, and before tax, the price is $25.38. Find the percent discount.
The percent discount of the item in the grocery store if the item is priced at $27, before discount and tax and $25.38 after discount and before tax is 6%.
How to find percent discount?Price of item before discount and tax = $27Price of item after discount before tax = $25.38Percent discount = (Price of item before discount and tax - Price of item after discount before tax ) / Price of item before discount and tax × 100
= (27 - 25.38) / 27 × 100
= 1.62 / 27 × 100
= 0.06 × 100
= 6%
In conclusion, the percent discount of the item is given as 6%
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y=-x^2-2x+3 what is the vertex of the graph? Answer an order pair.
Given:
[tex]y=-x^2-2x+3[/tex]a) To find the vertex:
Here, a=-1, b=-2, and c=3
We know that the formula to find the x- coordinate of the vertex is given by,
[tex]\begin{gathered} -\frac{b}{2a}=-\frac{(-2)}{2(-1)} \\ =-1 \end{gathered}[/tex]Substitute x=-1 in the given equation we get,
[tex]\begin{gathered} y=-(-1)^2-2(-1)+3 \\ =-1+2+3 \\ =4 \end{gathered}[/tex]Hence, the vertex of the graph is (-1, 4).
b) To find the range of the graph:
Let us find the y-intercept.
Put x=0, we get
[tex]\begin{gathered} y=-(0)^2-2(0)+3 \\ =3 \end{gathered}[/tex]From the figure, we observe that
The range of the graph is
[tex]\lbrack0,4\rbrack[/tex]c) To find the domain of the graph:
Let us find the x-intercept.
Put y=0, we get
[tex]\begin{gathered} -x^2-2x+3=0 \\ (x+3)(x-1)=0 \\ x=-3,1 \end{gathered}[/tex]From the figure, we observe that,
The domain of the graph is,
[tex]\lbrack-3,0)[/tex]Ethan buys 3.2 pounds of peanuts at a local market. He pays $8.64. The next day, he buys 1.5 pounds of peanuts. The price per pound for peanuts is the same. How much money does Ethan pay.
Answer:
$4.05
Step-by-step explanation:
8.64÷3.2=2.7
1.5×2.7=4.05
(not very sure)
how do I find a triangle congruence postulate that can be used to prove that the triangles are congruent if any with the options below?
First figure
we have that the triangles
ABC is congruent with triangle DCB by HL (hypotenuse leg)
Second figure
The triangles are congruent by Angle-Side- Angle
Third figure
The triangles are congruent by Side-angle -side
Find the domain of the piecewise function and evaluate it for the given values. Then use the drop down menu to select the correct symbols to indicate your answer in interval notation. If a number is not an integer then round it to the nearest hundredth. To indicate positive infinifty ( \infty ) type the three letters "inf". To indicate negative infinity(-\infty ) type "-inf" with no spaces between characters. f(x) = \left\lbrace \begin{array}{cc} x+1 & x<-2 \\ -2x-3 & x\ge -2 \end{array}\right. The domain is:AnswerAnswer,AnswerAnswerf(-3)=Answerf(-2)=Answerf(-1)=Answerf(0)=Answer
SOLUTION
Let us make a graph of the function
[tex]\begin{gathered} f(x)=x+1\mleft\{x<-2\mright\} \\ f(x)=-2x-3\mleft\{x\ge-2\mright\} \end{gathered}[/tex]This is shown below
(a) The domain is usually determined from the x-axis. From the graph, the domain is all real numbers, that is, it is infinite for both positive and negative values for x, as you can see that if the graph is extended, there is no limit for x-values that it can contain. So the domain is (-infinity, infinity)
Hence the answer, Domain is
(-inf, inf)
(b)
[tex]f(-3)[/tex]In
[tex]\begin{gathered} f(x)=x+1\{x<-2\} \\ -3\text{ is less than -2, so -3 is valid here, so } \\ f(-3)=-3+1 \\ f(-3)=-2 \end{gathered}[/tex]Hence, the answer is -2
(c)
[tex]f(-2)[/tex]In
[tex]\begin{gathered} f(x)=-2x-3\{x\ge-2\} \\ -2\text{ is equal to -2, so we will put -2 for x here, so } \\ f(-2)=-2(-2)-3 \\ f(-2)=4-3 \\ f(-2)=1 \end{gathered}[/tex]Hence, the answer is 1
(d)
[tex]f(-1)[/tex]In
[tex]\begin{gathered} f(x)=-2x-3\{x\ge-2\} \\ -1\text{ is greater than -2, hence, it is valid, so we will put -1 for x here, so } \\ f(-1)=-2(-1)-3 \\ f(-1)=2-3 \\ f(-1)=-1 \end{gathered}[/tex]Hence, the answer is -1
(e)
[tex]f(0)[/tex]In
[tex]\begin{gathered} f(x)=-2x-3\{x\ge-2\} \\ 0\text{ is greater than -2, so we will put 0 for x here, so } \\ f(0)=-2(0)-3 \\ f(0)=0-3 \\ f(0)=-3 \end{gathered}[/tex]Hence, the answer is -3
The cost of making a large circle is an amount in dollars and cents. The cost of making the smaller circle is 3/4 the cost of making the larger circle. Is the cost of making the smaller circle a rational or irrational number? Justify your answer.
The cost of making the smaller circle a rational number.
What is rational number?A number is rational if it has a terminating or repeating decimal; for example, 1/2 = 0.5. It is irrational if a number has a non-terminating and non-repeating decimal.
A rational number is one that can be written as P/Q, where P and Q are integers and Q = 0. However, an irrational number cannot be written in simple fractions. A rational number is 2/3, whereas an irrational number is ✓2.
It should be noted that in this situation, the cost of making the larger circle can be 4.0. The cost of making the small one will be:
= 3/4 × $4.0
= $3.0
This illustrates a rational number.
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The number of distinct right triangles with hypotenuse length 10 and a leg of length 5 is ____
1. Infinite
2. 0
3. 2
4. 1
According to the Pythagorean theorem we see that there are no distinct right triangles possible with hypotenuse length 10 and a leg of length 5. Thus, option 2 is correct.
It is given to us that -
Hypotenuse length = 10
Leg of length = 5
We have to find out the number of distinct right triangles that have the given hypotenuse length and leg of length.
For a right triangle, the Pythagorean theorem states that -
[tex]a^{2} +b^{2} =h^{2}[/tex] ---- (1)
where, a and b = Legs of the right triangle
and, h = hypotenuse of the right triangle
Substituting the given values of hypotenuse length and one leg of length in equation (1), we have
[tex]a^{2} +b^{2} =h^{2}\\= > 5^{2} +b^{2} =10^{2}\\= > b^{2} = 100-25\\= > b^{2} = 75\\= > b = 8.65[/tex]------ (2)
From equation (2), we see that another leg's length of the right triangle is equal to 8.65 which is not possible it is not a real number.
Therefore, applying the Pythagorean theorem we see that there are no distinct right triangles possible with hypotenuse length 10 and a leg of length 5. Thus, option 2 is correct.
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What is f(x)=(x-7.2)(x+7) in factored form
The function f(x)=(x-7.2)(x+7) is already in its factored form
How to determine the equation in factored form?From the question, we have the following equation that can be used in our computation:
f(x) = (x - 7.2)(x + 7)
When an equation has the form of
f(x) = (x - a)(x - b).....(x -n),
Then, the equation is already in its factored form
This means that the equation can not be further simplified, as the current form is its factored form
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The graph shows Elizabeth's speed during a 55-minute run. Elizabeth's Run 7 Speed (mph) Time (minutes) During which time interval did Elizabeth's speed increase? Select one o 5 to 10 minutes O 25 to 30 minutes O 15 to 25 minutes O O to 5 minutes
Elizabeth's speed increased during the 0 to 5 minute interval
This interval shown on the graph is indicated by the rising line on the vertical axis (y-axis).
The x-axis shows the time intervals graded in 5-minute intervals. the other options shows a flat line (no change in speed) and a downward line (reduction in speed).
The 0 to 5 minute period of her run however is a rising line which means incresing speed.