The oldest child is a 11-year-old boy.
What exactly is a sequential number?Three sisters have were born in 3 consecutive years. The total of their ages is 30.
Sequential numbers are those that follow one another continually, from lowest to biggest.
Here, assume that the youngest sibling is x years old.
Middle sibling's age will be (x+1) years old.
the oldest sibling's age is (x+2) years.
According to the inquiry,
x + (x+1) + (x+2) = 30
3x + 3 = 30
3x = 30-3
3x = 27
x = 27 / 3
x= 9
The oldest child is therefore (x + 2) years old, or 11 years old.
x+2 = 9+2 =11
The oldest child is a 11-year-old boy.
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How do you solve easy expressions?
The steps to solve expressions easily are:
N°1 : Remove parentheses brackets and bracesN°2 : Group termsN°3 : Validate the same base and exponent to operate in addition and subtraction.N°4 : SimplifyAlgebraic expressionsAn algebraic expression is a set of numbers and letters that make up an expression that has a meaning, the letters are variables and the numbers are coefficients or independent terms, algebraic expressions can be part of an equation and model mathematical processes.
To solve expressions we must organize:
N°1 : Eliminate parentheses, brackets and braces, with multiplication and division mathematical operations.N°2 : Group dependent terms on one side and independent on the other.N°3 : Validate the same base and exponent to operate in addition and subtraction.N°4 : SimplifyLearn more about algebraic expression in:
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Complete the statements to compare the weights of
female babies with the weights of male babies.
The median female birth weight is
median male birth weight.
The range of female birth weight is
range of male birth weight.
the
Which birth weight measure is the same for both
genders?
the
Done
The range and median birth weight are the same for both genders.
Step-by-step explanation:
The average birth weight for babies is around 7.5 lb (3.5 kg). However, a birth weight between 5.5 lb (2.5 kg) and 10 lb (4.5 kg) is considered normal. The general observations with regard to birth weight are as follows:
Boys are usually a little heavier than girls.
First babies are usually lighter than later siblings.
Large parents generally have large babies, while small parents generally have small babies.
Conditions like diabetes in the mother may lead to increased birth weight.
Zika virus causes the birth weight to be lower and the size of the head is small.
The range and median birth weight are the same for both genders.
Find AC, if possible. A= C= Select the correct choice below and, if necessary, fill in the answer box to complete your choice. A. AC= (Simplify your answer.) B. The matrix AC is not defined.
The multiplication of the given two matrices AC will be [tex]\left[\begin{array}{ccc}-15&12&17\\5&-9&1\end{array}\right][/tex].
What is a matrix?matrix, a collection of numbers lined up in rows and columns to produce a rectangular array. The elements of the matrix, also known as the entry, are the numerals.
In another word, a matrix is a set of variables that are arranged in such a good way that we can create an algebraic equation from that.
As per the given matrices,
A = [tex]\left[\begin{array}{ccc}2&-1&3\\0&2&-1\end{array}\right][/tex]
C = [tex]\left[\begin{array}{ccc}-5&0&5\\2&-3&2\\-1&3&3\end{array}\right][/tex]
The number of columns in matrix A is the same as the number of rows in matrix C.
The multiplication will be as,
AC = [tex]\left[\begin{array}{ccc}2&-1&3\\0&2&-1\end{array}\right]\times\left[\begin{array}{ccc}-5&0&5\\2&-3&2\\-1&3&3\end{array}\right][/tex]
AC = [tex]\left[\begin{array}{ccc}(2(-5)-1(2)+3(-1)&(0+-1(-3)+3(3))&2(5)+-1(2)+3(3)\\(0+2(2)+(-1(-1))&(0+2(-3)+-1(3)&2(5)+0+2(2)+-1(3)\end{array}\right][/tex]
AC = [tex]\left[\begin{array}{ccc}-15&12&17\\5&-9&1\end{array}\right][/tex]
Hence "The multiplication of the given two matrices AC will be [tex]\left[\begin{array}{ccc}-15&12&17\\5&-9&1\end{array}\right][/tex]".
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If g(x) = 80 15x, what is the value of
g(1)?
What is the median if mode is 15 and 48?
Our Median will be 37 when the Mode is 15 and the Mean is 48.
Relationship between Mean Median and Mode?
An empirically established link exists between the mean, median, and mode in statistics. The average difference between the mean and the mode is three times greater than the difference between the mean and the median, according to observations of innumerable data sets. The equation for this relationship is:
Mode - Mean = 3*(Mean – Median).
on solving this we get:
Mode = 3 * Median - 2 * Mean
In our question, it is given that the Mode is 15 and the Mean is 48 and we have to calculate the Median.
Putting these values in our formula, we get:
15 = 3 * Median - 2 * 48
3 * Median = 15 + 96
Median = 111/3 = 37.
So, finally, our result will be 37.
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A 4-column table with 3 rows. Column 1 has entries boys, girls, total. Column 2 is labeled less than 8 pounds with entries a, c, e. Column 3 is labeled greater-than-or-equal-to 8 pounds with entries 50, d, 70. Column 4 is labeled total with entries b, 96, 160. Last july, 160 babies were born in a hospital in maine; 3 5 of the babies were girls. Seventy babies weighed 8 pounds or more. Fifty boys weighed 8 pounds or more. A = 64, b = 14, c = 76, d = 20, e = 90 a = 14, b = 64, c = 90 d = 20, e = 76 a = 14, b = 76, c = 64, d = 90, e = 20 a = 14, b = 64, c = 76, d = 20, e = 90.
There were 160 babies born in a Maine hospital in July, with 3/5 being girls. 70 babies weighed 8 pounds or more, with 50 of them being boys. 14 boys, 64 girls, 76 boys, 20 girls, and 90 babies weighed less than 8 pounds.
The below attached table shows the number of babies born in a hospital in Maine last July, broken down by gender and weight. The first column lists the gender categories: boys, girls, and total. The second column lists the number of babies who weighed less than 8 pounds (a, c, and e). The third column lists the number of babies who weighed 8 pounds or more (50, d, and 70). The fourth column lists the total number of babies (b, 96, and 160). According to the data, 14 boys weighed less than 8 pounds, 64 girls weighed less than 8 pounds, 76 boys weighed 8 pounds or more, 20 girls weighed 8 pounds or more, and 90 babies in total weighed less than 8 pounds.
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In a hospital in Maine, 160 infants were born in July, with 3/5 being females. 50 of the 70 infants weighed at least 8 pounds, and 70 of them were boys. Less than 8 pounds were carried by 14 boys, 64 girls, 76 boys, 20 girls, and 90 infants.
The data below, which is an attachment, details the number of infants born in a hospital in Maine in July of last year, broken down by weight and gender. Boys, girls, and all other genders are listed in the first column. The number of infants who weighed less than 8 pounds is shown in the second column (a, c, and e). The number of infants weighing 8 pounds or more is shown in the third column (50, d, and 70). The total number of infants is shown in the fourth column (b, 96, and 160). The statistics showed that 64 girls and 76 boys each weighed less than 8 pounds, 20 girls and 76 boys each weighed more than 8 pounds, and 90 newborns overall weighed less than 8 pounds.
How many numbers less than 305 are divisible by 3?
To find the number of integers less than 305 that are divisible by 3, we can divide 305 by 3 and round down to the nearest integer. This gives us 101. However, we need to subtract 1 to exclude the number 305 itself, so there are 100 numbers less than 305 that are divisible by 3.
In math, what exactly is a divisible?A number is said to be divisible if it divides evenly (leaving no residue). 34, for instance, is divisible by 2 since 2 enters 34 equally. 34 is not divisible by 3 since it would result in a remainder.
How can you divide three?According to the three-digit rule of division, a whole number is said to be divisible by three if the total of all its digits is precisely divided by three. A number's ability to be divided by three can be determined without executing division.
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Each month, nadeem keeps track of the number of times he visits the library and the number of books he checks out. Is there a correlation if you model his data with a linear equation? is there a causal relationship? visits 3 4 5 6 7 8 books 12 5 6 8 9 11 a. There is a positive correlation and no causal relationship. B. There is a negative correlation and no causal relationship. C. There is a causal relationship but no positive correlation. D. There is neither a correlation nor a causal relationship.
As per the linear equation, the value of correlation coefficient we have identified that option (a) is correct.
The term linear equation refers in which the highest power of the variable is always 1 and it is also known as a one-degree equation.
Here we have given that Nadeem keeps track of the number of times he visits the library and the number of books he checks out.
And we need to find the correlation if you model his data with a linear equation
While we looking into the given question, we have identified that Nadeem keeps track of the number of times he visits the library and the number of books he checks out.
And based on the given details we have identified the following values from the given tables,
=> ∑xy = 285
=> ∑x = 33
=> ∑y = 51
=> y = 8.5
=> x = 5.5
=> ∑x² = 199
=> ∑x·∑y = 33×51
=> (∑x)² = 1,089
=> (∑y)² = 51
Therefore, the value of b is calculated as,
=> [(6 x 285) - (33 x 51)] / [6 x 199 - 1089]
=> 0.2571
And the value of a is calculated as,
=> 8.5 - 0.2575 × 5.5 = 7.08575
Then the correlation coefficient, r, is calculated as,
=> r = [(6 x 285) - (33 x 51)] / √[6 x 199 - 1089 x 6 x 471 - 51²]
When we simplify this one then we get,
=> r = 0.176
Based on the value of correlation coefficient we have identified that option (a) is correct.
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How do you write a linear inequality?
Mathematical expressions known as linear inequalities compare two expressions and used the inequality symbol. The expression may be either a numerical or an algebraic expression, or it may be both.
Define the term linear inequality?Expressions that compare two linear expressions using inequality symbols are referred to as linear inequalities.
It's important to remember that if p < q, then p must be a number that is unambiguously less than q. If p ≤ q, then p is a number that is strictly smaller than q or exactly equal to q. The same is true for the final two inequality signs > (greater than) and (greater than or equal to).When resolving multi-step linear inequalities, we must follow the laws of inequality.
Step 1: Simplify an inequality on both sides, both the LHS and the RHS.Step 2: If indeed the inequality is just a strict inequality, when the value is acquired, the solution for x is either less than or larger than the calculated value as stated in the question.To know more about the linear inequality, here
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a report states that the mean yearly salary offer for students graduating with mathematics and statistics degrees is $62,915. suppose that a random sample of 50 mathematics and statistics graduates at a large university who received job offers resulted in a mean offer of $63,400 and a standard deviation of $3,900. do the sample data provide strong support for the claim that the mean salary offer for mathematics and statistics graduates of this university is greater than the national average of $62,915? test the relevant hypotheses using
The sample data does not provide strong support for the claim that the mean salary offer for mathematics and statistics graduates of this university is greater than the national average of $62,915.
What are the hypothesis tested and the decision rule?At the null hypothesis, it is tested if there is not enough evidence that the mean is greater than 62915, that is:
[tex]H_0: \mu \leq 62915[/tex]
At the alternative hypothesis, it is tested if there is strong evidence that the mean is greater than 62915, that is:
[tex]H_1: \mu > 62915[/tex]
We have a right-tailed test, as we are testing if the mean is greater than a value.
The critical value for a right-tailed test, using the t-distribution, with a significance level of 0.05(standard) and 50 - 1 = 49 df, is of:
t = 1.6766.
Hence the decision is taken as follows:
t < 1.6766 -> do not reject the null hypothesis -> not strong evidence.t > 1.6766 -> reject the null hypothesis -> strong evidence.What is the test statistic?The equation for the test statistic is presented as follows:
[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]
In which:
[tex]\overline{x}[/tex] is the sample mean.[tex]\mu[/tex] is the value tested at the null hypothesis.s is the standard deviation of the sample.n is the sample size.The parameters for this problem are given as follows:
[tex]\overline{x} = 63400, \mu = 62915, s = 3900, n = 50[/tex]
Hence the test statistic is of:
t = (63400 - 62915)/(3900/square root(50))
t = 0.88.
0.88 < 1.6766, hence it does not provide strong evidence.
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How do you calculate age from a half-life?
We can determine the age by dividing the total number of half-lives by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).
What is Half-life?The amount of time needed for a quantity (of substance) to decrease to half of its initial value is known as the half-life (symbol t12).
In nuclear physics, the phrase is frequently used to indicate how rapidly unstable atoms decay radioactively or how long stable atoms last.
By dividing the total number of half-lives by the parent atom's half-life decay constant, we may compute the age (again, this value is determined in a laboratory).
The phrase is also used more broadly to describe any kind of exponential decay (or, very infrequently, nonexponential decay).
The biological half-life of medications and other compounds in the human body, for instance, is a term used in the medical sciences.
Half-opposite of life's exponential growth is time's doubling.
Therefore, we can determine the age by dividing the total number of half-lives by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).
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What makes a graph infinity?
A graph is said to be infinite when it has an infinite number of points that could be connected, or an infinite number of lines, curves, or shapes that could be drawn on the graph.
A graph is a visual representation of data or information, typically plotted on an x-axis and a y-axis. A graph is said to be infinite when it has an infinite number of points that could be connected, or an infinite number of lines, curves, or shapes that could be drawn on the graph. For example, a line graph without an end point is considered infinite because it theoretically continues forever. Similarly, a circle graph with no beginning or end point could also be considered infinite. Other types of graphs that can be considered infinite include bar graphs, area graphs, scatter plots, and pie charts. When determining whether a graph is infinite, it is important to consider the purpose of the graph and its data. If the graph is meant to represent an infinite set of data points, then it can be considered infinite. Likewise, if the graph is meant to represent a function that goes on forever, then it should also be considered infinite. Ultimately, the definition of infinity can vary depending on the situation, so it is important to consider all aspects of the graph before making a judgement.
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There is space in a multi-storey car park for 5 rows of 20 cars on each of the 8 floors. How many spaces are left if 2124 cars have already parked?
Answer: -1324 spaces left in the car park.
Step-by-step explanation: There are 8 floors in the multi-storey car park and each floor has 5 rows of 20 cars, so there are 8 * 5 = <<85=40>>40 rows in the car park in total.
If each row has space for 20 cars, then the total number of parking spaces in the car park is 40 * 20 = <<4020=800>>800.
If 2124 cars have already parked, then there are 800 - 2124 = <<800-2124=-1324>>-1324 spaces left in the car park.
It is not possible for the car park to have negative spaces, so the answer must be 0. Therefore, if 2124 cars have already parked, there are 0 spaces left in the car park.
Look at screenshot; I need answer you don't have to explain
In the given graph with the function, x = -9 if f(x) = 7
What is graph?An illustration of a relation is a function graph. In set theory and modern mathematical foundations, a function is actually equal to its graph. It is often helpful to think of functions as mappings, which include the sets that constitute the domain and the codomain in addition to the relationship between input and output.
A codomain should be considered, for instance, when determining whether a function is onto (surjective) or not. The codomain is not determined by the graph of a function alone. The terms "function" and "graph of a function" are frequently used because, although they refer to the same thing, they express different viewpoints on it.
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find the gradient vector field of f. f(x, y, z) = 6 x2 + y2 + z2
The gradient of the vector field of function f(x, y, z) is (12x,2y,2z)
The term gradient of the vector in math is calculated as the vector whose components are given by the partial derivatives of the function and it can be evaluated at any given point, and the gradient represents the direction and magnitude of greatest increase of the function at that point.
Here we have given the function f(x, y, z) = 6x² + y² + z²
Now we have to calculate the gradient of the function by using the following step.
In the given question, we have identified the values of the following as,
=> x = 6x²
=> y = y²
=> z = z²
Now, in order to find the gradient of a function (which is a vector), differentiate the function with respect to each variable.
=> ∇f=(∂f/∂x, ∂f/∂y, ∂f/∂z)
Now, the value of
=> ∂f/∂x = 12x
=> ∂f/∂y = 2y
=> ∂f/∂z = 2z
Now, we have to plug in the point:
=> ∇f(x, y, z) = (12x,2y,2z)
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If a polynomial f(x) has a remainder of 3 when divided by x−6, what is f(6)?
Answer: f(6) = 3
Step-by-step explanation:
If you divide any polynomial h(x) by a linear function (it is to the 1st power) l(x), then the remainder of h(x) when divided by l(x) must be the value of h(x) where x is when l(x) = 0, or the x-intercept.
For example,
x - 6 = 0, and its x-intercept is 6. Therefore, if you do f(6), the remainder will be its output.
How do you teach factors to Grade 5?
Prime factorization is the process of expressing a number as the sum of all its prime factors. In prime factorization, each and every integer is a prime number.
What is factorization?It is a method for dividing a polynomial into pieces that will be multiplied together. At this moment, the polynomial's value will be zero.
A component is a number that completely divides another number. To put it another way, if adding two whole numbers results in a product, then the numbers we are adding are factors of the final since the product is divisible by them.
Factors can be found using either division or multiplication. Rules of divisibility can also be used.
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What is AAA congruence postulate?
AAA is a triangle similarity theory. Which means all the respective angles of two triangles are equal.
AAA Postulate: (Angle Angle Angle)
It states that if all three angles of a triangle are equal to all three respective angles of another triangle, then the two triangles will be similar.
Let's say the angles ABC , BCA ,CAB of a triangle ABC are equal to the sides XYZ, YZX, ZXY of triangle XYZ then we can say that according to AAA postulates both the sides are similar and as a result we can say that their respective sides will be also same.
AAA postulates sate that if the all three angles of two triangle is equal then they will be called as similar triangle.
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What are examples of arithmetic numbers?
Therre are many examples but let us take 6 as an example of arithmetic number.
What is arithmetic?The area of mathematics known as arithmetic deals with the study of numbers and the numerous operations that can be performed on them. Addition, subtraction, multiplication, and division are the fundamental mathematical operations.
What is arithmetic number?For an integer to be considered arithmetic, its average positive divisors must also be integers.
Since 1,2,3 and 6 are the divisors of 6. The average of divisors of 6 is:
[tex]\frac{1+2+3+6}{4} =3[/tex]
where 3 is again an integer so 6 is an arithmetic number.
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A girl has 5 pairs of pants and 6 shirts. How many ways can she get dressed?
60
How do you find the missing number in an array without loop?
You can find the missing number in an array without loop by counting the number of elements in the array, and then looping through the elements.
How do you find the missing number in an array without loop?Here is a simple program to find the missing numbers in an integer array.
ArrayList<Integer> arr = new ArrayList<Integer>();
int a[] = { 1,3,4,5,6,7,10 };
int j = a[0];
for (int i=0;i<a.length;i++)
{
if (j==a[i])
{
j++;
continue;
}
else
{
arr.add(j);
i--;
j++;
}
}
System.out.println("missing numbers are ");
for(int r : arr)
{
System.out.println(" " + r);
}
You can find the missing number in an array without loop by counting the number of elements in the array, and then looping through the elements.
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Find The Area Of The Shaded Region.R = √Θ
The area of the shaded region will be (15/16)π².
What is a graph?A graph is a diametrical representation of any function between the dependent and independent variables.
The graph is easy to understand the behavior of the graph.
As per the given function,
r = √θ
The θ goes from π/2 to 2π while r goes from 0 to √θ.
The area will be as,
Area = [tex]\int\limits^{2\pi} _{\pi/2}\int\limits^{\sqrt{\theta} } _{0} {r} \, drd\theta[/tex]
A = [tex]\int\limits^{2\pi} _{\pi/2}[r^{2}/2]_{0}^{\sqrt{\theta}} d\theta[/tex]
A = 1/4[(2π)² - (π/2)²]
A = π²/4[4 - 1/4] = (15/16)π².
Hence "The area of the shaded region will be (15/16)π²".
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The complete question is below,
Is it hard to learn algebra?
For solving algebra Determine the issue, Describe your knowledge, Plan beforehand, Execute the plan ,and Check to see whether the response makes sense.
What is Algebra?One of the many different mathematical disciplines is algebra. Algebra, a common thread that runs through nearly all of mathematics, is, roughly speaking, the study of mathematical symbols and the rules for using these symbols in formulae. With the use of mathematical expressions, algebra is the area of mathematics that helps to depict situations or problems. We employ integers that have a fixed or definite value in algebra, such as 2, 7, 0.068, etc. In addition to using numbers, algebra also makes use of variables like x, y, and z.
to do algebra for beginners - Determine the issue, specify your knowledge, Plan, execute, and confirm that the solution makes sense.
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What property of congruence is illustrated in the statement if ∠ A ≅ ∠ B then ∠ B ≅ ∠ A?
If ∠ A ≅ ∠ B then ∠ B ≅ ∠ A serves as an example of the symmetric property of congruence.
The symmetric property of equality in mathematics is actually fairly straightforward. According to this criterion, if a = b, then b must also be a. In other words, even if two equations' sides are switched, the equation still makes sense.
According to this principle, if a = b and b = c, then a = c.
THE CHARACTERSISTICS OF CONGRUENCE:
1. REFLEXIVE PROPERTY
CONCURRENCE TO LINE SEGMENT AB IS LINE SEGMENT AB
3. SYMMETRIC PROPERTY : Angle B is congruent with angle A if and only if angle A is congruent with angle B.
3. TRANSITIVE PROPERTY: Angle A is in accordance with Angle C if Angle A is in accordance with Angle B and Angle B is in accordance with Angle C.
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m+8 and 2n-1 find the measures of m and n
The measures of m and n are found to be m = 3 and n = 6 .
What is a diagonal ?A more general definition of a diagonal of a polygon is a line segment that joins two vertices of the polygon which are not already joined by an edge of the polygon.
How do you know if diagonals are congruent?A diagonal of a rectangle divides it into two congruent right triangles. The diagonals of a rectangle are the same length. A quadrilateral whose diagonals bisect each other, intersect at right angles, and are congruent must be a square.
Top diagonals are congruent
9 = 3m
solve for m
m = 3
bottom diagonals are congruent
m + 8 = 2n -1
plug in 3 for m
3 + 8 = 2n -1
solve for n
11 +1 = 2n
12 = 2n
n=6
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y=-5x/6 standard form
Answer:
Step-by-step explanation:
i think its b daddy
a+b/a-b=5/3 what are the following ratios a+b/a
The ratio for the Illustration a+b/a-b=5/3 is 5:4.
How to illustrate the ratio?Ratio demonstrates how many times one number can fit into another number. Ratios contrast two numbers by ordinarily dividing them. A/B will be the formula if one is comparing one data point (A) to another data point (B).
From the information given, the equation is written thus:
a + b / a - b = 5 / 3
Cross multiply
5(a - b) = 3 (a + b)
5a - 5b = 3a + 3b
Collect the like terms
5a - 3a = 3b + 5b
2a = 8b
Divide
a = 8b / 2
a = 4b
Therefore (a + b) / a will be:
= (4b + b) / 4b
= 5b / 4b
= 5/4
= 5 : 4
The ratio is 5:4.
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A vehicle travel 80km in 60 minute. What ditance did the vehicle cover in 45 minute
Taking into account the rule of three, the vehicle cover a distance of 60 km in 45 minute.
Rule of threeThe rule of three is a way of solving problems of proportionality between three known values and an unknown value, establishing a relationship of proportionality between all of them.
If the relationship between the magnitudes is direct, that is, when one magnitude increases, so does the other (or when one magnitude decreases, so does the other), the direct rule of three must be applied as follow, being a, b and c known data and x the variable to be calculated:
a ⇒ b
c ⇒ x
So: x= (c×b)÷a
Distance in this caseYou can apply the following rule of three: if the vehicle travels 80 km in 60 minutes, in 45 minutes it travels how much distance?
60 minutes ⇒ 80 km
45 minutes ⇒ distance
So:
distance= (45 minutes× 80 km)÷ 60 minutes
Solving:
distance= 60 km
In summary, the vehicle travel 60 km in 45 minute.
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Ye is riding home from a friend's house. After 5 minutes he is 4 miles from home. After 15 minutes he is 2 miles from home. Which equation models Ye's distance from home, y, in terms of minutes, x?
A. y = 5x - 0.2
B. y = 11/7x - 27/7
C. y = 0.2x
D. y = -0.2x + 5
Please show work.
The required equation for the given case is obtained as y = -0.2x + 5.
What is the slope of straight line?The slope of a straight line is the tangent of the angle formed by it with the positive x axis as the reference. The negative slope indicates the rate of decrease while the positive shows the rate of increase.
The given problem can be solved as follows,
The general form of slope-intercept equation for a line is y = mx + c.
From the given data the slope can be calculated as,
m = Difference of miles ÷ Difference of minutes
= (2 - 4) ÷ (15 - 5) = -1/5
Now, substitute m = -1/5 in y = mx + c to obtain,
y = -1/5x + c
Substitute y = 4 and x = 5 to get,
4 = -1/5 × 5 + c
=> c = 5
Thus, the required equation becomes as y = -1/5x + 5 or y = -0.2x + 5.
Hence, the equation that models Ye's distance from home, y, in terms of minutes, x is given as y = -0.2x + 5.
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The functions f ( x ) and g ( x ) are shown below. Table of f ( x ) : x f ( x ) -4 7 -2 5 0 3 2 1 4 -1 Graph of g ( x ) : In two or more complete sentences, compare the slopes of the two functions. In your comparison, include which function has the greatest slope.The functions f ( x ) and g ( x ) are shown below. Table of f ( x ) : x f ( x ) -4 7 -2 5 0 3 2 1 4 -1 Graph of g ( x ) : In two or more complete sentences, compare the slopes of the two functions. In your comparison, include which function has the greatest slope.
The slope of function f(x) is of -1, while the slope of function g(x) is of zero. Thus, the function g(x) has a greater slope.
How to obtain the slope of a linear function?Given a table of values, the slope of a linear function is given by the rate of change of the output variable y relative to the input variable x.
From the table of function f(x), we have that when x increases by 2, y decays by 2, hence the slope of the function is given as follows:
m = -2/2 = -1.
From the graph, the slope is also given by the change in y divided by the change in x.
The graph at the end of the answer shows a constant line, meaning that y remains constant even when x changes, thus the change in y is of zero, meaning that the slope of function g(x) is of zero.
Missing InformationThe graph of function g(x) is given by the image shown at the end of the answer.
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