this coordinate grid shows where albertos school is located. each unit represents one block. albertos house is at (3,4). the library is located at the reflection of (3,4) across the y axis

Answer:

The time taken to move distance of 280 feet at the speed of 1.75 feet per second is 160  seconds

Step-by-step explanation:

Given as :

The speed of the moving walkway at an airport = s = 1.75 feet per second

The distance cover on the walkway = d = 280 feet

Let The time taken to move 280 feet = t sec

Now, According to question

Time = [tex]\dfrac{\textrm distance}{\textrm speed}[/tex]

t =  [tex]\dfrac{\textrm d}{\textrm s}[/tex]

t =  [tex]\dfrac{\textrm 280 feet}{\textrm 1.75 ft per sec}[/tex]

t = 160 seconds

So, The time taken to move distance of 280 feet at the speed of 1.75 feet per second  = t = 160  seconds

Hence, The time taken to move distance of 280 feet at the speed of 1.75 feet per second is 160  seconds . Answer

Answer:

C

Step-by-step explanation:

The red bordered area is the patio. We need to find its area.

We will consider

If this was a square, full red square. Then we find the area of the square.

After that, we will subtract the white part that is not there to create the patio shape.

Hence,

Area of Patio = Area of Square - Area of White Portion

So,

Area of Square is Side * Side

If we look at the coordinates, x goes from 5 to 15, so side is 15 - 5 = 10

also, y goes from 5 to 15, so same, that is 10

Area of Square = 10  * 10 = 100

Now, the small white portion is also a square with length 5 (looking at coordinates),

So,

Area of White Portion = 5 * 5 = 25

Hence,

Area of Patio = 100 - 25 = 75 sq. meters

Correct answer is C

Answer:

Step-by-step explanation:

5 ^ 3 = 5 * 5 *5 = 125

i⁹ = i⁴ * i⁴ * i = 1 * 1 * i =  i

5 ^ 3 * i ^ 9 = 125 * i = 125i

5 ^ 3 * i ^ 9  

Answer: 125i

Step-by-step explanation:

The correct answer is :

B) parallelism

The rails of a railway track demonstrate parallelism because they run alongside each other without intersecting, maintaining a constant distance apart. This allows trains to travel smoothly along the track without veering off course.

The complete question is here:

Which property is shown by the rails of a railway track?

A) perpendicularity

B) parallelism

C) intersecting lines

D) opposites​

Answer:

Step-by-step explanation:

If our interval is between 0 and 90 degrees, that means that our angles are first quadrant angles.  Since the formulas for the half angles of sin and cos consider both the positive and negative roots, knowing that we are in QI leaves us using only the principle, or positive, root.  

Also, if we know that the sin of angle is 3/4, we can set up a right triangle in QI and find the missing side of that triangle using Pythagorean's Theorem. Sin of an angle is the ratio opposite side/hypotenuse.  That means that, according to Pythagorean's Theorem,

[tex]4^2=3^2+b^2[/tex] and

[tex]16-9=b^2[/tex] and

[tex]b=\sqrt{7}[/tex]

Now for the forula for the sin of a half-angle:

[tex]sin(\frac{\theta}{2})=\sqrt{\frac{1-cos\theta}{2} }[/tex]

Referring to the right triangle we created and found the missing side for, we see that the cosine of that same triangle is [tex]\frac{\sqrt{7} }{4}[/tex]

Filling in the formula then:

[tex]sin(\frac{\theta}{2})=\sqrt{\frac{1-\frac{\sqrt{7} }{4} }{2} }[/tex]

Get a common denominator on the upper fraction:

[tex]sin(\frac{\theta}{2})=\sqrt{\frac{\frac{4-\sqrt{7} }{4} }{2} }[/tex]

Bring up the 2 as 1/2 to multiply and get:

[tex]sin(\frac{\theta}{2})=\sqrt{\frac{4-\sqrt{7} }{8} }[/tex]

When you do the exact same thing to find the cos of the half angle, you are using a + sign instead of a - sign under the radical.  That gives you as your exact value:

[tex]cos(\frac{\theta}{2})=\sqrt{\frac{4+\sqrt{7} }{8} }[/tex]

Jamal's age is 24

Mikes age is 7

so their ages together would equal 31

Answer:

The sum of the ages of Mike and Jamal is 31

Step-by-step explanation:

First we need to translate the questions into mathematical equation and then solve.

Let x be Jamal's age and y be Mike's age.

"Jamal's age is 3 more than 3 times Mike's age" can be written mathematically as;

x =3 + 3y ---------------------------------------------------------------(1)

"Mike's age is 17 years less than Jamal's age" can be written mathematically as ;

y = x - 17  -----------------------------------------------------------------(2)

Substitute equation (1) into equation (2)

y = 3 + 3y - 17

y = 3y - 14

subtract 3y from both-side of the equation

y - 3y = 3y - 3y - 14

-2y = -14

Divide both-side of the equation by -2

[tex]\frac{-2y}{-2}[/tex] = [tex]\frac{-14}{-2}[/tex]

y = 7

Mike is 7 years old

Substitute y = 7 into equation (1)

x = 3 + 3y

   = 3 + 3(7)

   = 3+21

    =24

Jamal is 24 years old

The sum of their ages is = x + y = 24 + 7 = 31

Therefore, The sum of the ages of Mike and Jamal is 31

Answer:

v=sqrt(2KE/m), -sqrt(2KE/m)

Step-by-step explanation:

KE=1/2mv^2

v^2=KE/(1/2m)

v^2=KE/(m/2)

v^2=KE(2/m)

v^2=2KE/m

v=sqrt(2KE/m), -sqrt(2KE/m)

Answer:

Step-by-step explanation:

60 will be attending......15% of the memos are green

so u need to print : 15% of 60.....turn ur percent to a decimal...." of " means multiply

0.15(60) = 9 <==== u need to print 9 green memos

The number of green memos is 9.

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

The number of green memos is calculated as:-

60 will be attending and 15% of the memos are green

print: 15% of 60.

0.15 x (60) = 9

The number of green memos will be 9.

To know more about Expression follow

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Answer:

Step-by-step explanation:

[tex]\left\{\begin{array}{ccc}4x = -3y + 17&\text{add}\ 3y\ \text{to both sides}\\3x - 4y = -6\end{array}\right\\\\\left\{\begin{array}{ccc}4x+3y=17&\text{multiply both sides by 4}\\3x - 4y = -6&\text{multiply both sides by 3}\end{array}\right\\\\\underline{+\left\{\begin{array}{ccc}16x+12y=68\\9x -12y = -18\end{array}\right}\qquad\text{add both sides of the equations}\\.\qquad25x=50\qquad\text{divide both sides by 25}\\.\qquad x=2\\\\\text{Put the values of }\ x\ \text{to the second equation}[/tex]

[tex]3(2)-4y=-6\\6-4y=-6\qquad\text{subtract 6 from both sides}\\-4y=-12\qquad\text{divide both sides by (-4)}\\y=3[/tex]

Step-by-step explanation:

[tex](12 + 3 \sqrt{2 } - 2 \sqrt{5} )(2 + 3 \sqrt{2} + 2 \sqrt{5} ) \\ = 24 + 36 \sqrt{2} + 24 \sqrt{5} + 6 \sqrt{2} + 18 + 6 \sqrt{10} - 4 \sqrt{5} - 6 \sqrt{10} - 20 \\ = 22 + 42 \sqrt{2} + 20 \sqrt{5} [/tex]

Answer:

6.6 cm.

Step-by-step explanation:

The area of a trapezium A = (h/2)(a + b)    where h = the height, a and b are the length of the parallel sides.

So substituting the given values in this formula:

34 = (4/2)(10.4 + b)

34 =  2(10.4 + b

34 = 20.8 + 2b

2b = 34 - 20.8 = 13.2

b = 6.6 cm.

Answer:

y + 1 = -5(x - 4)

y + 1 = -5x + 20

y = -5x + 19

The width of the rectangle is 14 cm and the length is 23 cm.

Let's assume the width of the rectangle is x cm. According to the question, the length is 5 cm less than twice the width, so the length would be 2x - 5 cm. The perimeter of a rectangle is calculated by adding up the lengths of all its sides. In this case, the perimeter is given as 74 cm, so the equation becomes:

2(x + 2x - 5) = 74

Simplifying the equation, we get:

6x - 10 = 74

Adding 10 to both sides:

6x = 84

Dividing both sides by 6:

x = 14

So the width of the rectangle is 14 cm, and the length is 2(14) - 5 = 23 cm.

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Answer:

11x-14xy

Step-by-step explanation:

3(2x- 3xy) + 5x-5xy

=6x-9xy+5x-5xy

=11x-14xy

Answer: The answer is 11x-14xy

Step-by-step explanation:

3(2x- 3xy) + 5x-5xy

6x-9xy+5x-5xy

6x+5x-9xy-5xy

11x-14xy

Answer:

Disjoint, because the events cannot occur at the same time.

Step-by-step explanation:

disjoint events are mutually exclusive events.

if a and b are two events then a intersection b will be 0 . they cannot occur at the same time.

here in the given problem let the event A be randomly drawing a jack from a standard deckn of card and evnt B be randomly drawing an ace from a standard deck of card.

since in a same card jack and ace cannot occur they are disjoint events.

therefore randomly drawing a jack from a standard deck of cards  and randomly drawing an ace from a standard deck of cards are disjoint events because the events cannot occur at the same time.

The two events are disjoint because a card from a standard deck cannot be both a jack and an ace at the same time. That is, these events cannot occur simultaneously.

In the given scenario, the two events - randomly drawing a jack from a standard deck of cards and randomly drawing an ace from a standard deck of cards - are disjoint. This is because these are separate and distinct events which cannot occur simultaneously. In terms of probability theory, two events are considered disjoint if the occurrence of one event excludes the possibility of the occurrence of the other event. In a standard deck of cards, a card cannot be both a jack and an ace at the same time.

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Answer:

12.5 minutes

Step-by-step explanation:

87.5 m / 7 m/min = 12.5 min

Answer:

47cm

Step-by-step explanation:

if she already has 2cm and can knit 1 more very night after 45 nights that leaves you with 45cm in scarf then you add the 2cm you already had.

Answer:

$22.50

Step-by-step explanation:

25% of $30 is 22.5

Answer:

$22.50

Step-by-step explanation:

25% of 30 is 22.5

Answer:

If we already have two points of the line, we can find its slope ([tex]m[/tex]), its intersection with the y-axis ([tex]b[/tex]), hence its point-slope form equation in the following way:

Let's call Point 1: [tex](x_{1},y_{1})[/tex]  and Point 2: [tex](x_{2},y_{2})[/tex]

The Slope equation is:

[tex]m=\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]

Now, the equation of the line in its point-slope form is:

[tex]y=mx+b[/tex]

And we can find the intersection with the y-axis ([tex]b[/tex]) by evaluating the equation with any of the two given points and then isolating [tex]b[/tex].

Using the Distributive Property

The answer would be 3.

2 *4x = 8x and 2 * 3 = 6, to get 8x 6

Answer:

73155

Step-by-step explanation:

To find sequence, we need to find the pattern of number.

88511= [tex]8 + 8, 8-5, 5\times 1, \frac{1}{1}  = 16351[/tex]

16351= [tex]1+6,6-3,3\times 5,\frac{5}{1} = 73155[/tex]

73155= [tex]7+3, 3-1, 1\times 5, \frac{5}{5} = 10251[/tex]

10251

The missing number in the sequence '88511, 16351, ?, 10251' is 60809, as the pattern in this sequence is to subtract 77160 from the previous number and take its absolute value.

This is an example of a number sequence problem. Let me explain how we can find the missing number in the sequence '88511, 16351, ?, 10251'. To solve this, we need to identify the pattern used to generate this sequence. In this case, it appears the number 77160 (88511 - 16351) is subtracted to get the next number.

So if we subtract 77160 from 16351, we get -60809. But given the pattern of the sequence, all numbers are positive. Therefore, we need to take the absolute value of the result to fit the sequence. So our missing number would then be 60809.

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The equation to represent the number  of umbrellas (u) and ponchos (p) he sold last  week is 5u + 3.5p = 190

Solution:

Given that Karachi earns $5 for each umbrella that he  sells and $3.50 for each rain poncho that he  sells

Thus we can say,

Amount earned from 1 umbrella  = $ 5

Amount earned from 1 rain poncho  = $ 3.50

To find: equation to represent the number  of umbrellas (u) and ponchos (p) he sold last  week.

Let "u" be the number of umbrellas sold

Let "p" be the number of ponchos sold

He earned $190 last week selling  ponchos and umbrellas

Thus we can frame a equation as,

number of umbrellas sold x Amount earned from 1 umbrella + number of ponchos sold x Amount earned from 1 rain poncho = $ 190

[tex]u \times 5 + p \times 3.50 = 190\\\\5u + 3.5p = 190[/tex]

Thus the equation to represent the number  of umbrellas (u) and ponchos (p) he sold last  week is found

To represent the number of umbrellas (u) and ponchos (p) sold by Karachi last week, the equation is 5u + 3.50p = 190.

To represent the number of umbrellas (u) and ponchos (p) sold by Karachi last week, we can set up an equation based on the given information:

5u + 3.50p = 190

This equation represents the earnings from selling umbrellas (at $5 each) and rain ponchos (at $3.50 each) totaling $190. We can use this equation to find the values of u and p.

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B. Continuous, D. Non Linear, And G. Both Increasing and Decreasing.

I think.

Answer:

f(6) = - 4 is incorrect.

Step-by-step explanation:

In the given table the values of x and corresponding values of f(x) are given.

The ordered pairs are (-4,6), (-2,3), (0,-1) and (2,-4).

Now, we have to determine the function y = f(x) from any two of the given ordered pair.

The equation of the function is

[tex]\frac{y - 6}{6 - 3} = \frac{x - (- 4)}{- 4 - (- 2)}[/tex]

⇒ -2(y - 6) = 3(x + 4)

⇒ 2y + 3x = 0 ........... (1)

Now, putting x = 6 in the above equation (1), we get y = - 9

Therefore, f(6) = - 9

Hence, f(6) = - 4 is incorrect. (Answer)

Answer:

Step-by-step explanation:

1) Tracy:

  P =$ 59 ;  r =3.5% ; T = 12 years

SI = PrT/100

      = 59 * 3.5 * 12 /100

      = $24.78

Amount Tracy that will be after 12 years in her account   = $ 59 +$24.78

              = $83.78

Answer:

Therefore

Greater Value Expression is Expression ( 2 ) i.e [tex]3\times (492 - 166)\\[/tex]

Lesser Value Expression is Expression ( 1 ) i.e [tex]\frac{1}{3}\times (492 - 166)\\[/tex]

Step-by-step explanation:

Given:

[tex]\frac{1}{3}\times (492 - 166)\\[/tex]    ............Expression ( 1 )

[tex]3\times (492 - 166)\\[/tex]    ............Expression ( 2 )

To Find:

Which Expression has a lesser value ?

Solution:

First we will solve Expression ( 1 ) we get

[tex]\frac{1}{3}\times (492 - 166)=\frac{1}{3}\times 326=108.66[/tex]

Now we will solve Expression ( 2 ) we get

[tex]3\times (492 - 166)=3\times 326=978[/tex]

Therefore

Greater Value Expression is Expression ( 2 ) i.e [tex]3\times (492 - 166)\\[/tex]

Lesser Value Expression is Expression ( 1 ) i.e [tex]\frac{1}{3}\times (492 - 166)\\[/tex]

Answer:

79,342.061650646

Step-by-step explanation:

if 1/2 9f life is 30.17

complete life is 60.34

Step-by-step explanation: To understand what a line segment, we first need to introduce the most basic figure in geometry which is called a point. A point in usually labeled with a capital letter. For example, .A.

When we have two points such as points X and Y, we can introduce our next figure in geometry which is called a line segment. For example, segment XY. A line segment is defined as a figure that's composed of two points which are called the endpoints and all the points in between.

Segment XY can be represented as XY with a segment drawn over it like I have attached in in the image provided.

Answer: on oddysey its

A) do not keep products in inventory; rather an order is sent to the manufacturer or distributor who then fills the order and sends it to the customer

Step-by-step explanation:

Answer:

Step-by-step explanation: