The answer is:
It will take 4.5 hours for two bricklayers to lay a total of 3150 bricks.
Why?From the statement, we know that on Monday, bricklayers took 3 hours to lay a total of 4200 bricks.
So, we have that the rate of the four bricklayers is given by the following equation:
[tex]Production=Rate*Time\\\\Rate=\frac{Production}{time}[/tex]
[tex]Rate=\frac{4200bricks}{3hours}=\frac{1400bricks}{hour}[/tex]
Therefore, we have that the rate of the four bricklayers is 1400 bricks per hour, meaning that each bricklayer can lay 350 bricks per hour.
Now, to calculate how many hours it will take to the 2 bricklayers to lay a total of 3150, we need to divide the calculated rate (for bricklayers) by two, since there are only 2 bricklayers working on Tuesday.
So, calculating the time, we have:
[tex]Production=\frac{Rate}{2}*Time[/tex]
[tex]3150bricks=\frac{\frac{1400bricks}{hour}}{2}*Time[/tex]
[tex]3150bricks*2*\frac{1hour}{1400bricks}=Time[/tex]
[tex]6300bricks*\frac{1hour}{1400bricks}=Time[/tex]
[tex]Time=4.5hours[/tex]
Hence, we have that it will take 4.5 hours for two bricklayers to lay a total of 3150 bricks.
Have a nice day!
Given the rate of work from Monday, each bricklayer can lay 350 bricks an hour. Therefore, 2 bricklayers can lay 700 bricks an hour. It will take them approximately 4.5 hours to lay 3150 bricks.
Explanation:First, we need to find out the rate of work done by each bricklayer. On Monday, 4 bricklayers took 3 hours to lay a total of 4200 bricks. Therefore, each bricklayer can lay 4200 bricks divided by 4 bricklayers divided by 3 hours, which equals 350 bricks per hour. So, one bricklayer can lay 350 bricks an hour.
On Tuesday, there are only 2 bricklayers, and they need to lay a total of 3150 bricks. Since each bricklayer can lay 350 bricks an hour, two bricklayers can lay 700 bricks an hour. To find out the time it will take to lay 3150 bricks, we divide 3150 bricks by the 700 bricks that two bricklayers can lay in an hour. This equals to approximately 4.5 hours.
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I understand what they are asking, but I am wondering how you describe the verbal description and the algebraic representation?
Answer:
hmmm
Step-by-step explanation:
hmmm
Triangle ABC is similar to triangle WYZ. select all angles whose tangent equals 3/4
Answer:
∠B
∠Y
Step-by-step explanation:
we know that
In the right triangle ABC
[tex]tan(B)=\frac{AC}{BC}[/tex] ----> opposite side to angle B divided by the adjacent side to angle B
substitute the values
[tex]tan(B)=\frac{3}{4}[/tex]
Remember that
If two triangles are similar, then the corresponding sides are proportional and the corresponding angles are congruent
so
∠A=∠W
∠B=∠Y
∠C=∠Z
therefore
[tex]tan(B)=tan(Y)[/tex]
Base on the fact that the triangle ABC and WYZ are similar, the angles whose tangent equals 3 / 4 are ∠B and ∠Y
What are similar triangles?Similar triangle are only different in sizes but are of the same shape.
Similar triangles, corresponding sides are always in the same ratio. Corresponding angles of similar triangles are always congruent. Therefore,
∠A = ∠W
∠B = ∠Y
∠C = ∠Z
Therefore, let's find all angles in the similar triangles whose tangent is equal to 3 / 4 .
tan ∅ = opposite / adjacent
Since,
tan B = 3 / 4
Then
tan Y = 3 / 4
Therefore,
The angles whose tangent equals 3 / 4 are ∠B and ∠Y
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The school is t blocks from Jim's house. The library is twice as far as the school is from Jim's house. How far is the library?
Answer:
2t blocks
Step-by-step explanation:
We measure these distances from Jim's house.
The school is t blocks from Jim's house. Twice that is 2t blocks. Thus, the library is 2t blocks from Jim's house.
the numbers of points scored by a football team in 7 different games are
26, 38, 33, 20, 27,3, and 28. For numbers 4a-4c select true or false to
indicate whether the statement is correct.
4a.
The outlier in the data set is 3.
O True
O False
4b. The difference between the
outlier and the median is 24.
O True
O False
4c.
The outlier in this set of data
affects the mean by increasing it.
O True
O False
A. True
B. False
C.true
which of the following is true about the expression5*1/4
Answer:
C. It represents the product of two rational numbers and its equivalent to a rational number.
Step-by-step explanation:
5 is a natural number, a real number and a rational number.
[tex]\frac{1}{4}[/tex] is a real number and a rational number.
The product of 5 × [tex]\frac{1}{4}[/tex] = 1.25 which is also a rational number in addition to being a real number.
Answer:
The correct answer is option C.
Step-by-step explanation:
It s given that 5 * 1/4
To find the correct answer
The given expression is 5 * 1/4
Here 5 is a rational number and 1/4 is a rational number
5 * 1/4 = 5/4
The number 5/4 is a rational number.
5/4 represents the product of two rational numbers and is equivalent to a rational number.
Therefore the correct answer is option C
Which statements are correct regarding mathematics in the Egyptian, Chinese, and Babylonian cultures? Check all the apply.
A.) Both the Egyptian and Chinese number systems use base 10.
B.)The Babylonian tablets have all the solution methods clearly shown.
C.)All three cultures had unique symbolism to represent their numbers.
D.)There are two primary sources for ancient Egyptian mathematics.
E.)Ancient Chinese mathematicians did not attempt to solve systems of linear equations.
Answer:
A,C,D
Step-by-step explanation:
Answer:
The following are the correct statements regarding mathematics in the Egyptian, Chinese, and Babylonian cultures:
A - Both Egyptian and Chinese number systems use base 10.
C - All three cultures had unique symbolism to represent their numbers(Earlier symbols were used to depict things)
D - There are two primary sources for ancient Egyptian mathematics(The primary sources are the Rhind Papyrus and the Moscow Papyrus)
Which strategies can be used to solve this problem? Marcus bought books for his vacation. He bought a mystery book for $14, a fantasy novel for $25, and 3 biographies that cost $6 each. How much money did Marcus spend on the books altogether? Choose all answers that are correct. A. Translate into an equation. 14 + 25 + 6 = n B. Work backward. Start with $6 and add this amount to $25 and $14. Multiply the sum by 3 to get the amount Marcus spent. C. Use logical reasoning. Think that Marcus bought a total of 5 books. Multiply $6 by 3 to get the cost of the biographies. Add this amount to the cost of the two other books ($14 and $25) to get the total amount Marcus spent. D. Draw a diagram. Draw 5 rectangles to represent the 5 books Marcus bought. Put $14 in one rectangle and $25 in another rectangle. Write $6 in each of the remaining 3 rectangles. Add the 5 amounts together to get the total amount Marcus spent.
Answer: c is your answer
Step-by-step explanation:
find the quotient 3/4 ÷ 6/7.=
[tex]\bf \cfrac{3}{4}\div \cfrac{6}{7}\implies \cfrac{3}{4}\cdot \cfrac{7}{6}\implies \cfrac{7}{4}\cdot \cfrac{3}{6}\implies \cfrac{7}{4}\cdot\cfrac{1}{2}\implies \cfrac{7}{8}[/tex]
10. Jaime is running a marathon, which is a 26 2/5 Mile Race. At 6 3/4 miles from the start, she passes Friends cheering on her. After she passes a water stop 9 1/2 miles farther along the route, How Far From The Finish Line is Jaime?
Answer:
A
Step-by-step explanation:
6 3/4 + 9 1/2 = 65/4
26 2/5 - 65/4 = 203/20 or 10 3/20
Which expression equivalent to 9x^5 y^16 over 45x^5 y^4
the answer after simplify is:
[tex] \frac{ 9{x}^{5} {y}^{16} }{45 {x}^{5} {y}^{4} } = \frac{ {y}^{12} }{5} [/tex]
Answer:
[tex]\large\boxed{\dfrac{1}{5}y^{12}}[/tex]
Step-by-step explanation:
[tex]\text{Use}\ \dfrac{a^n}{a^m}=a^{n-m}\\\\\dfrac{9x^5y^{16}}{45x^5y^4}=\dfrac{9\!\!\!\!\diagup^1}{45\!\!\!\!\!\diagup_5}x^{5-5}y^{16-4}=\dfrac{1}{5}y^{12}[/tex]
A rectangular room is 2 times as long as it is wide, and its perimeter is 30 meters. Find the dimension of the room.
Answer:
5 by 10
Step-by-step explanation:
We know that the equation of a perimeter of a recangle is 2(l)+2(w), l being length and w being width. We know that l=2w. So the perimeter of this room would be:
2(2w)+2(w)=30
4w+2w=30
6w=30
w=5
l=2w
l=10
the dimensions are 5 by ten
The dimensions of the rectangular room with a perimeter of 30 meters and length twice its width are 5 meters wide and 10 meters long.
Explanation:The subject matter of your question falls into the category of Mathematics, specifically dealing with basic geometry and algebra. You want to find the width and length of a rectangular room given that it is twice as long as it is wide, and that its perimeter is 30 meters.
The perimeter P of a rectangle is calculated by the formula 2L + 2W = P, where L is the length and W is the width. Since the length is given as twice the width, we can substitute 2W for L in the formula and get 2(2W) + 2W = 30, which simplifies to 6W = 30. Solving for W, we find that W = 5. Therefore, the width of the room is 5 meters and the length of the room is 2W = 2*5 = 10 meters.
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An equation is written to represent the relationship between the temperature in Alaska during a snow storm, y, as it relates to the time in hours, x, since the storm started. A graph of the equation is created. Which quadrants of a coordinate grid should be used to display this data? Quadrant 1 only
Answer:
1 and 4
Step-by-step explanation:
Which statement is always true
Answer:
Step-by-step explanation:
The sine of any acute angle is equal to the cosine of its complement. The cosine of any acute angle is equal to the sine of its complement. of any acute angle equals its cofunction of the angle's complement. Yes, there is a "relationship" regarding the tangent of the two acute angles (A and B) in a right triangle.
hope this helps u
Explain how to determine whether two known pairs of points are on the same line.
Answer:
Sample response: Use the slope formula three times: once for the first pair of points, then for the second pair of points, then for one point from each pair. If all three slopes are the same, then all the points lie on the same line.
Which did you include in your response:
Use the slope formula three times.If the slopes of both pairs are equal, then the lines may be parallel.If all three slopes are equal, including the slope using one point from each pair, then all the points coincide on the same line.The way in which a person can accurately determine whether two known pairs of points are on the same line is:
The use of the slope formula three different times.One of the ways through which a person can accurately determine whether two known points are on the same line when using a linear graph is to make use of the slope formula.
With this in mind, we can see that this slope formula is used to find the different pair of points on the graph to check if they all lie on the same line.
In conclusion, we can come to the determination that:
The lines are likely parallel if the slopes on the two pairs are equalIf the slopes are all equal, then all the points meet on the same line.Read more about slope formula here:
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Which statement best explains why the equation X +2=3x-14 can be used to slice for x ?
Answer:c
Diagonals bisect each other
Step-by-step explanation:
This cute the diagonal into two equal parts
Answer: Diagonals of a rhombus bisect each other
Step-by-step explanation:
i got that right
The area of a square can be found using the equation A= s2, where A is the area and S is the measure of one side of the square. Match the equation for how to slice for the side length of a square to its description. A square has area of 99 in2
Answer:
the answer is the first option
The correct answer is [tex]\sqrt{99}[/tex] in.
What is a square?
A 2-dimensional figure bounded by 4 sides having 4 corners and hence 4 angles, in which all the sides are equal and opposite sides are parallel and all the angles are 90° is called a square. In a square the diagonals bisects each other at right angles.
How to find the area of a square?Area of square can be found by squaring the length of a side.How find length of each side of the square?In the question, the area of the square is given 99 in²
According to the problem,99 = S², S is the measure of one side of the square.
Length of each side will be [tex]\sqrt{99}[/tex] in.
Option a is correct.
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If the graph of y= |x| is translated so that the point (1, 1) is moved to (4,1), what is the equation of the new graph?
Answer:
The new equation is y= (x-3)
Step-by-step explanation: we know that the point (1, 1) is moved to (4,1).
So, the rule of the translation is: [tex](x,y) -----> (x+3, y)[/tex]
that means the translation is 3 units to the right
Answer:
[tex]y=|x-3|[/tex]
Step-by-step explanation:
The parent absolute function is
[tex]y=|x|[/tex]
The graph of y= |x| is translated so that the point (1, 1) is moved to (4,1). It means the rule of translation is
[tex](x,y)\rightarrow (x+3,y)[/tex]
it means the graph of y=|x| translated 3 units right. So, the new vertex of the function is (3,0).
The vertex form of an absolute function is
[tex]y=|x-h|+k[/tex]
The new vertex of the function is (3,0). Substitute h=3 and k=0 in the above equation.
[tex]y=|x-3|+0[/tex]
[tex]y=|x-3|[/tex]
Therefore, the required equation is y=|x-3|.
i have 3 questions can you answer them?
what is 73 divided by 8967
what is 91 divided by 8743
and what is 37 divided by 86,322 ?????????????????
73 divided by 8967:
0.0081409613
91 divided by 8743:
0.01040832666
37 divided by 86322:
0.00042862769
What is the x-intercept of the equation y=-5x+1,450?
Substitute the value for y as 450
450=-5x+1
Solve for x
450-1=-5x
449=-5x
89.8=-x
x=-89.8
Answer:
x = 290
Step-by-step explanation:
The x- intercept is the point on the x- axis where the line crosses.
substitute y = 0 into the equation and solve for x
- 5x + 1450 = 0 ( subtract 1450 from both sides )
- 5x = - 1450 ( divide both sides by - 5 )
x = 290 ← x- intercept
line crosses x- axis at (290, 0)
Can you please help me.
Answer:
7)60
8)1/6
9)9
10)11.5
11)14.4
Step-by-step explanation:
Answer:divide
Step-by-step explanation:
Find the value of this expression if x=-6 x^2-6/x-4
Answer:
x=−0.825789
Step-by-step explanation:
x=(−6x3−4x−6)/x
Step 1: Multiply both sides by x.
x2=−6x3−4x−6
x2−(−6x3−4x−6)=−6x3−4x−6−(−6x3−4x−6)(Subtract -6x^3-4x-6 from both sides)
6x3+x2+4x+6=0
(Use cubic formula)
x=−0.825789
Answer:
- 3
Step-by-step explanation:
Substitute x = - 6 into the expression
[tex]\frac{(-6)^2-6}{-6-4}[/tex]
= [tex]\frac{36-6}{-10}[/tex] = [tex]\frac{30}{-10}[/tex] = - 3
our product is 72. the difference between us is 1. what number are we?
Answer: 8 and 9
Step-by-step explanation:
8 times 9 equals 72
9 minus 8 equals 1.
Kai is conducting a study about the percentage of students with jobs. His school has 2500 students. He asks everyone in his drama class to participate in a survey. He bases his findings on these results. Is this a valid study? Why or why not?
A) YES, he asked everyone in his class.
B) YES, since drama students tend to have after-school jobs.
C) NO, he should have taken a small sample from the drama class.
D) NO, the drama class does not represent all students in the school.
Answer: D
Step-by-step explanation:
That is a small sample out of the entire school
How do you solve for a side in right triangles?
Answer:
pythagorean theorem
Step-by-step explanation:
a²+b²=c²
Pythagorean theorem
If f(x) = 1-x which value is equivalent to |f(I)|
Answer:given that
F (x)=1-x
Step-by-step explanation:
Answer:
The value of |f(i)| is √2.
Step-by-step explanation:
The given function is
[tex]f(x)=1-x[/tex]
We need to find the value of |f(i)|.
Substitute x=i in the given function.
[tex]f(i)=1-i[/tex]
Taking modulus on both the sides.
[tex]|f(i)|=|1-i|[/tex]
Using the formula for modulus of a complex number, we get
[tex]|f(i)|=\sqrt{(1)^2+(-1)^2}[/tex] [tex][\because |a+ib|=\sqrt{a^2+b^2}][/tex]
[tex]|f(i)|=\sqrt{1+1}[/tex]
[tex]|f(i)|=\sqrt{2}[/tex]
Therefore the value of |f(i)| is √2.
Which equations have the same value of x as 5/6 x + 2/3 ? Check all that apply.
Answer:
B. [tex]6(\frac{5}{6} x+\dfrac{2}{3}) =-9(6)[/tex]
C. 5x + 4 = -54
F. 5x = -58
Step-by-step explanation:
Solving given equation step to step:
The given equation is a linear form and to solve for x.
[tex] \dfrac{5}{6} x+\dfrac{2}{3}=-9\\\Rightarrow6(\dfrac{5}{6} x+\dfrac{2}{3}) =-9(6)\ \ \ \ \ [\because \text{Multiplying both side by 6}]\\\Rightarrow 6(\dfrac{5x+4}{6}) =-9(6)\ \ \ \ \ [\because text{taking LCM of 6 and 3} ]\\\Rightarrow 5x+4=-9(6)\\\Rightarrow 5x+4 =-54\\\Rightarrow 5x =-54-4\\\Rightarrow 5x =-58 [/tex]
The surface area of which composite figure is the sum of the areas of eight triangular faces?
Atwo rectangular pyramids joined at their congruent bases
Btwo rectangular pyramids joined at two congruent lateral faces
Ctwo triangular prisms joined at their congruent bases
Dtwo triangular prisms joined at two congruent lateral faces PLZ HELP ME ;C
The answer is B)Two rectangular pyramids joined at two congruent lateral faces
Answer:
Option B. is the answer.
Step-by-step explanation:
As you can see from the figure attached, Rectangular pyramid has five faces. Four triangular and one rectangular face.
In this question we have to find the a composite figure which has eight triangular faces.
Therefore, by adding two rectangular pyramids by common rectangular base we can get the composite figure with eight triangular faces.
Option B. will be the answer.
The speed limit on a highway is 55 mph. A speed sensor showed that a car went 900 ft in 8 s. Is the car traveling over the speed limit? Explain.
Answer:
900 feet / 5,280 = 0.1704545... miles
8 seconds / 3,600 = 0.0022222222 hours
0.1704545 miles / 0.0022222222 hours = 76.704525767 miles per hour
The car is well over the speed limit
Step-by-step explanation:
Help!!!!! NEED HELP WITH INTRODUCTION TO INEQUALITIES
need help with Introduction to inequalities its says circle the numbers in the replacement set that make each inequality true. With questions 1,3,5,7
< less than ≤ less than or equal to (line underneath sign)
> greater than ≥ greater than or equal to (line underneath sign)
# is just the number they gave you in the inequality
x < # [you can put any number into "x", but it has to be less than #]
x > # [you can put any number into "x", but it has to be greater than #]
x ≤ # [number has to be less than or equal to #]
x ≥ # [number has to be greater than or equal to #]
1. t < 7 [t is a number less than 7]
So you circle: 4, 6, 8, 0, -6
3. a ≤ -4 [a is a number less than or equal to -4]
circle: -7, -4
5.
k + 5 < 9 You can simplify this by subtracting 5 on both sides
k < 4 [k is a number less than 4]
circle: -1, 3, -2, 3.5
7. u - 5 ≥ -1 Simplify
u ≥ 4 [u is a number greater than or equal to 4]
circle: 4, 5, 4.1
how many points out of 416 do i need to get to get a 60% in class
Right now I have 153.
Answer: 249.6 so 250
Step-by-step explanation: Take 416 times it by 0.6 Have a nice day. Hope it helped!
You currently have a 36%.
You need 249-250% to get a 60% in your class.
Best of luck!