Answer:
Jenny spent 1 hour swimming in the morning.
Jenny pasó 1 hora nadando por la mañana.
Step-by-step explanation:
Translated:
Jenny is on the summer swimming team and her practice is 4 hours per day, in a week. The schedule is the same every day. The team swims in the morning and again in the afternoon 2 hours. If she swims 12 hours a week, how much does she swim every morning?
We know that she swims 4 hours per day, mornings and evenings.
We know that one specific week she swam for 12 hours total in that week.
Let as denote the number of hours swam in a day as [tex]x[/tex].
Then we can say that in that week for 12 hours total and 4 hours swimming per day, we have:
[tex]4x=12\\x=\frac{12}{4}\\x=3[/tex]hours per day swam for that week.
Now since we know for a fact that 2 hours are spend swimming in the evening then we can subtract this from the total of 3 hours as
[tex]3-2=1[/tex] hour of swimming in the morning.
So we can conclude that on the week that Jenny swam for 12 hours total, she spent 1 hour swimming in the morning and 2 hours swimming in the evening.
En Espagnol:
Entonces podemos concluir que la semana en que Jenny nadó durante 12 horas en total, pasó 1 hora nadando por la mañana y 2 horas nadando por la noche
A teacher wants to create a graph of the students' scores on the final exam and see what the distribution looks like. The teacher is interested in knowing what the median of the scores is on the exam as well as how spread out the scores are. Which type of graph is the most appropriate?
A.bar graph
B.line graph
C.box-and-whisker plot
D.circle graph
Answer: c. box and whisker plot
Step-by-step explanation:
the box and whisker plot shows you the median and lays out the data so you would know how spread how your numbers are
The most appropriate graph is box-and-whisker plot.
What is box-and-whisker plot?The left and right sides of the box are the lower and upper quartiles. The box covers the interquartile interval, where 50% of the data is found. The vertical line that split the box in two is the median.
Given:
A teacher wants to create a graph of the students' scores on the final exam and see what the distribution looks like.
As, we know the teacher wants to know median of the scores is on the exam as well as how spread out the scores are.
To find the median from the graph the best graph is box-and-whisker plot because it shows the quartile and median very accurate.
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20 points
Write as a power of a binomial.
[tex]125m^{2} -15m^2+\frac{3}{5} m-\frac{1}{125}[/tex]
Answer:
[tex](5m - \frac{1}{5})^{3}[/tex]
Step-by-step explanation:
We have to write the following expression as a power of a binomial.
The expression is [tex]125m^{3} - 15m^{2} + \frac{3}{5}m - \frac{1}{125}[/tex].
Now, we have to rearrange the given expression.
[tex]125m^{3} - 15m^{2} + \frac{3}{5}m - \frac{1}{125}[/tex]
= [tex](5m)^{3} - 3(5m)^{2}(\frac{1}{5}) + 3(5m)(\frac{1}{5})^{2} - (\frac{1}{5})^{3}[/tex]
= [tex](5m - \frac{1}{5})^{3}[/tex] (Answer)
Since we know the identity as (a - b)³ = a³ - 3a²b + 3ab² - b³.
F(x) is an even function and f(-6) = 8. If g(x) = 4f(x+2)-1, then which of the following is the value
of g(4)?
The value of function g (4) will be 31.
What is Function?
A relation between a set of inputs having one output each is called a function.
Given that;
F(x) is an even function.
So, F(-x) = F(x)
And, f(-6) = 8
Now,
The function is,
g(x) = 4 f(x+2) - 1
Find the value of g(4), substitute x = 4 in above equation as;
⇒ g (4) = 4 f(4 + 2) - 1
⇒ g (4) = 4 f (6) - 1
Since, F(x) is an even function.
So, F(-8) = F(8)
Hence, We get;
⇒ g (4) = 4 × 8 - 1
⇒ g (4) = 32 - 1
⇒ g (4) = 31
Thus, The value of function g (4) will be 31.
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What is the number between 0.5 and 1.0
Answer:
0.6, 0.7, 0.8, 0.9
Step-by-step explanation:
0.5 < x < 1
Answer:
It could be 0.5, 0.6, 0.7, 0.8, 0.9 depending if it is in the tenths
What does the point (4,60) represent in go math books page 131 about bicyclist traveling
The point (4,60) on a graph in the context of a bicyclist traveling likely represents that the bicyclist traveled a distance of 60 units in a time of 4 units, where the exact units would depend on the graph's axes' labels.
Explanation:In go math books page 131, the point (4,60) typically represents a point on a graph or chart. In the context of a bicyclist traveling, the two numbers in the point likely stand for two different values or measurements. The first number '4' could represent time elapsed (for example, 4 hours or 4 minutes) and the second number '60' could possibly represent the corresponding distance traveled by the bicyclist (for example, 60 miles or 60 meters). Therefore, the point (4,60) could mean that the bicyclist traveled a distance of 60 units in a time of 4 units. The exact meanings of '4' and '60' would depend on the labels of the x-axis and y-axis of the graph.
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The point (4,60) likely represents that after 4 units of time, the bicyclist has traveled 60 units of distance. This is typically used to interpret motion on a distance-time graph in kinematics, which is a branch of physics.
Explanation:In the context of a Go Math book, the point (4,60) on a graph usually represents two distinct pieces of information about an event or a scenario. For instance, if we're considering the motion of a bicyclist, the point (4,60) might represent that after 4 units of time (such as 4 minutes or 4 hours), the bicyclist has traveled 60 units of distance (such as 60 meters or 60 miles). However, without the specific context or the content of page 131, it's challenging to determine the exact meaning of the point.
In Figure 24.7, which describes the motion of a motorist, time is on the y-axis and distance on the x-axis, which is a common convention for distance-time graphs in motion problems. Therefore, if (4,60) were a point on such a graph, 4 would likely represent the time elapsed and 60 the distance traveled.
Understanding points on these graphs helps students to visualize and interpret different aspects of motion, such as speed, displacement, and acceleration, contributing greatly to their grasp of kinematics of physics
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5x-3y=-12 in slope-intercept form
Answer:
y = 5/3x + 4
Step-by-step explanation:
First subtract 5x from both sides
-3y = -5x - 12
Then divide -3 from both sides
y = 5/3x + 4
If you need to go further
y = 1 2/3x + 4
Answer
Y=x\3
Step-by-step explanation:
What is the steps for solving 3x-10=84 and tell me what x equals
Answer:
31 1/3
Step-by-step explanation:
3x-10=84, given
3x=94, add 10 to both sides
x = 31 1/3, divide both by three
Answer:
3x = 84+10
3x = 94
x = 94/3
x = 31.33
The movie theater received $1,245 for tickets they sold on Monday. The theater received $955 for tickets sold on Tuesday. Each ticket cost $5.
How many more tickets did the theater sell on Monday than on Tuesday?
The answer should be $290 in total.
Answer:
Step-by-step explanation:you just add 1,245 plus 955 then you divide by 5 and get 440
Twenty one hundredth as a common fraction
Answer:
21/100
Step-by-step explanation:
Four times the larger of two numbers is equal to seven times the smaller the sum of the numbers is 22 find the numbers
Answer:
8 and 14
Step-by-step explanation:
X + Y = 22
X= 22-Y
4X= 7Y
4(22-Y) = 7Y
88-4Y=7Y
88= 11Y
8=Y
X= 22-Y= 22-8=14
84 is what percent of 105?
Answer:
80%
Step-by-step explanation:
84/105=0.8
0.8=80%
Answer:
The answer is 80 percent
(05.07 MC)
The correlation coefficient for poor hearing and loud music in a group of people is 0.67 Analyze the following statement:
Poor hearing is caused by listening to loud music.
Is this a reasonable conclusion?
Final answer:
While a correlation of 0.67 suggests a positive relationship between loud music and poor hearing, it does not confirm causation. Many factors contribute to hearing loss, and while loud music is a significant risk factor for noise-induced hearing loss, one cannot definitively conclude it causes poor hearing without considering other variables.
Explanation:
The correlation coefficient of 0.67 between poor hearing and loud music indicates a positive and moderate relationship between the two variables, suggesting that people who listen to loud music tend to have poorer hearing. However, correlation does not imply causation. While loud music can be one of the factors contributing to poor hearing, it is important to remember that other factors can also lead to hearing loss, such as age, genetics, infections, and other environmental noises. Therefore, while the correlation is significant, we cannot conclude with certainty that poor hearing is exclusively caused by listening to loud music.
Noise-induced hearing loss can indeed happen from prolonged exposure to sounds of high intensity. For example, listening to music through earbuds at maximum volume, which can be around 100-105 decibels, increases the risk of hearing loss and can cause noise-induced hearing loss after 15 minutes of exposure. The impact of sound intensity on hearing health is undeniable, but when determining causality, a deeper investigation into other possible contributing factors must also be taken into account.
A student is conducting a probability experiment and wants to know the total number of outcomes for the experiment. The student’s experiment is comprised of three events:
rolling a six-sided number cube
flipping a coin
rolling a six-sided number cube again.
How many outcomes are possible in this experiment?
Final answer:
There are 72 possible outcomes in the experiment.
Explanation:
The total number of outcomes for the experiment can be found by multiplying the number of outcomes for each event.
For the first event, rolling a six-sided number cube, there are 6 possible outcomes (numbers 1 to 6).
For the second event, flipping a coin, there are 2 possible outcomes (heads or tails).
For the third event, rolling a six-sided number cube again, there are 6 possible outcomes.
To find the total number of outcomes, multiply the number of outcomes for each event: 6 x 2 x 6 = 72.
Therefore, there are 72 possible outcomes in this experiment.
derive sina
[tex]derive \: (sin(cos ^{2} x)) \: [/tex]
Answer:
the derivative of given function is
[tex]cos(cos^2 x )(-sin 2 x)[/tex]
Step-by-step explanation:
Step :-
using chain rule formula [tex]\frac{d y}{d x} = \frac{d y}{d u} X\frac{d u}{d x}[/tex]
let [tex]Y = sin(cos^2 x)[/tex] ...........(1)
[tex]\frac{d(sin x)}{d x} = cos x[/tex]
Differentiating equation (1) with respective to x,we get
[tex]\frac{d y}{d x} = cos(cos^2 x) \frac{d}{d x} (cos^2 x)[/tex]........(2)
we will use again formula
[tex]\frac{d(cos x)}{d x} = -sin x[/tex]
[tex]\frac{d (x^{2} )}{d x} =2 x[/tex]
From (2) equation we will get solution is
[tex]\frac{d y}{d x} = cos (cos^2 x) (2 cos x (\frac{d(cos x)}{dx} )[/tex] ........(3)
again simplification the equation (3) we will get
[tex]\frac{d y}{d x} = cos(cos^2 x)(2 cos x(-sin x))[/tex] ........(4)
by using trigonometry formula
[tex]2 sin x cos x = sin2x[/tex]
now the equation (4) we get final solution is
[tex]\frac{d y}{d x} = cos(cos^2 x)(- sin2x)[/tex]
which of the binomials below is a factor of this trinomial? x^2+12x+35
Answer:
(x+5) (x+7)
Step-by-step explanation:
As a point moves in the positive x-direction along the line graphed, what is the rate of change of y with respect to x?
A.4/3
B.3/4
C.-4/3
D.-3/4
Answer:
B. 3/4
Step-by-step explanation:
Care with these types of graphs as the values are 2 rather than one on each axis.
Away from that, rate of change can also be named "slope" in which how many units up or down the y-value goes per x value. To find the slope or "rate of change" you want to use [tex]\frac{RISE}{RUN}[/tex] .
To find the rise over run you want to go up from any point where the x and y value line up to another. The origin or (0,0) can be used to do this. Look at point (8,6) to see this. Rise from the origin 6 times and run to the right 8 times. Rise OVER run so the rate of change can be shown as 6/8 which can be simplified to 3/4.
Which of the following units can be used to measure area?
inches
square centimeters
meters
square yards
cubic feet
Any measurement that can be used to measure area will have the word square or squared somewhere in the term, because you multiply two values to get the area. So the answers would be inches squared, and square yards.
Simply meters and centimeters would be used for length; cubic feet would be used for volume because three values have to be used to find an object's volume.
Hope This Helps! :)
QuezoMartiinez :)
Answer:
Square centimeters and Square yards
Step-by-step explanation:
the area of any object has to be squared. for volume it would need to be cubed
Convert each degrees minutes seconds into decimal degrees
351°41’142”
Answer:
351.7227778°
Step-by-step explanation:
The conversion of 351°41’142” into decimal degrees involves expressing minutes and seconds as fractions of a degree. This results in approximately 351.7227 degrees.
Explanation:To convert degrees, minutes, and seconds to decimal degrees, we express the minutes and seconds as fractions of a degree. Degrees are already expressed in decimal form, so 351° remains 351. However, 1 minute equals 1/60 of a degree, while 1 second equals 1/3600 of a degree. So, to convert 41 minutes into decimal degrees, we divide 41 by 60, which equals approximately 0.6833. And to convert 142 seconds into decimal degrees, we divide 142 by 3600, which equals approximately 0.0394. Then we add these values together with the original degrees to get the final answer: 351 + 0.6833 + 0.0394 equals approximately
351.7227 degrees
.
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While exercising, a person’s recommended target heart rate is a function of age. The recommended number of beats per minute, y , is given by the function y=f(x)=−0.85x+187 where x represents a person’s age in years. Determine the number of recommended heart beats per minute for your age. Show each step in the process of this calculation.
x=21
Answer:
170 heart beat per minute.
Step-by-step explanation:
While exercising, a person’s recommended target heart rate is a function of age. The recommended number of beats per minute, y, is given by the function y = f(x) = − 0.85x + 187 where x represents a person’s age in years.
So, if my age is 21 years i.e. x = 21, then the number of recommended heart beats per minute for my age will be
y = f(21) = - 0.85(21) + 187 = - 17.85 + 187 = 169.15 ≈ 170. (Answer)
{Taking the larger integer value}
X is less than equal to nine in greater than four
how man inches in a foot
Answer:
12
Step-by-step explanation:
There are 45 people waiting in line to ride the carousel. If the carousel can hold 40 people, how many people will have to wait for the next ride?
Answer:
5 people
Step-by-step explanation:
This is a subtraction problem.
45 - 40 = 5
There are 45 people wanting to ride the carousel, but since it can hold only 40 people, 5 people will have to wait for the next ride.
Explanation:This is a simple arithmetic problem. There are 45 people waiting in line and the carousel can hold 40 people. To find out how many people will need to wait for the next ride, we subtract the number of people the carousel can hold from the number of people waiting in line:
Start with the number of people waiting in line: 45 peopleSubtract the number that the carousel can hold: 45 - 40 = 5So, 5 people will need to wait for the next ride.
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What is 7y + 12 - 6 +(-8y)
Answer:
-1y+6
Step-by-step explanation:
Here’s why:
Combine like terms. -8y and 7y added together becomes -1y giving the first term.
The second term is from subtracting 12 and 6.
Hope this helps!
Answer:
-y + 6
Step-by-step explanation:
7y + 12 - 6 + (- 8y) =
7y + 12 - 6 - 8y =
7y - 8y = -y
12 - 6 = 6
- y + 6
Select all of the quotients that have the same value as 5.04 divided by 7
1. 5.04 divided by 70
2. 50.4 divided by 70
3. 504,000 divided by 700
4. 504,000 divided by 700,000
Answer: 2 and 4
Step-by-step explanation: the quick way is by dividing all the answer options
Mariah took 76 pictures on vacation.Her sister took 29 more pictures than she did.How many pictures did Mariah’s sister take
Answer:
105
Step-by-step explanation:
29 more than 76 can be written as:
76 + 29, which equals 105
A line passes through the point (4, –6) and has a slope of Negative three-fourths. Which is the equation of the line?
A y = negative three-fourths x minus 3
B y = negative three-fourths x minus 6
C y = negative 3 x minus three-fourths
D y = negative 6 x minus three-fourths
Option A
The equation of line is [tex]y = \frac{-3}{4}x - 3[/tex]
Solution:
Given that line passes through the point (4, –6) and has a slope of Negative three-fourths
Given point is (x, y) = (4, -6)
[tex]slope = \frac{-3}{4}[/tex]
The equation of line passing through point (x, y) and slope "m" is given as:
y = mx + c ----- eqn 1
Where "m" is the slope of line and "c" is the y - intercept
Substitute (x, y) = (4, -6) and [tex]m = \frac{-3}{4}[/tex] in eqn 1
[tex]-6 = \frac{-3}{4} \times 4 + c\\\\-6 = -3 + c\\\\c = -6 + 3\\\\c = -3[/tex]
The required equation of line is given as:
[tex]\text{ Substitute } m = \frac{-3}{4} \text{ and } c = -3 \text{ in eqn 1 }[/tex]
[tex]y = \frac{-3}{4}x - 3[/tex]
Thus the equation of line is found
Answer:
the answer is A
Step-by-step explanation:
Hope this helps!
what’s negative 2 over 5 as a decimal
Answer:
-0.4 if the numerator is -2 and -2.5 if the numerator is 5
Step-by-step explanation:
The sum of 9 times a number and 5 equals 7.
Answer:
9x+5=7
9x=2
x=2/9
Complete the sentences to make true statements.
6 is 100 times
Answer:
Step-by-step explanation:
0.06
you can solve it one of 2 ways
first : put 6 over 100 and make it a fraction so 6/100 then convert it to a decimal depending on how your teacher wants it
secondly: divide 6 by 100
5x−7=−10x+8
x = ___
(type your answer as a number)
Answer:
x=1
Step-by-step explanation:
5x-7=-10x+8
5x=−10x+8+7
5x=−10x+15
5x+10x=15
15x=15
Answer: x=1
Answer:
x = 1
Step-by-step explanation:
Put the like terms to same side of equation
5x -7 = -10x +8 ➡ 5x + 10x = 8 + 7
15x = 15
x = 1