Pedro can drive 3 times as fast as Rico can ride his bicycleIf it takes Rico 2 hours longer than Pedro to travel 45 miles, how fast can Rico ride his bicycle ?
Answers
Given that Pedro can drive 3 times as fast as Rico can ride his bicycle and it takes Rico 2 hours longer than Pedro to travel 45 miles. We can find how fast Rico ride his bicycle below.
Explanation
\(\begin{gathered} rico\text{ speed =x} \\ Rico^{\prime}s\text{ }time=\frac{45}{x} \\ Since,\text{ }Pedro\text{ }can\text{ }drive\text{ }4times\text{ }as\text{ }fast\text{ }as\text{ }Rico\text{ }can\text{ }ride \\ Pedro^{\prime}s\text{ }speed=3x \\ Pedro^{\prime}s\text{ time =}\frac{45}{3x} \end{gathered}\)If it takes Rico 2 hours longer than Pedro to travel 45 miles,
\(\begin{gathered} Rico^{\prime}stime-Pedro^{\prime}stime=2hours \\ \frac{45}{x}-\frac{45}{3x}=2 \\ \mathrm{Multiply\:both\:sides\:by\:}x \\ \frac{45}{x}x-\frac{15}{x}x=2x \\ 45-15=2x| \\ 30=2x \\ x=\frac{30}{2} \\ x=15mph \end{gathered}\)Answer: 15mph
Related Questions
The prime factorisation of √169 is?
Answers
Answer:
Square root of 169 by Prime factorization is 13×13
Answer:
13*13
Hope this helped!
Statistics homework. Please help
Answers
You are testing if the mean is greater than a value, hence you should use a right-tailed test, with a critical value of \(\frac{\alpha}{2}\).
How to classify the test of an hypothesis?There are three classifications regarding the test of an hypothesis, which are presented as follows, along with the critical values used in each case:
Left-tailed test: At the alternative hypotheses, we test if the parameter is less than a value, with a critical value of \(\frac{\alpha}{2}\).Right-tailed test: At the alternative hypotheses, we test if the parameter is greater than a value, with a critical value of \(\frac{\alpha}{2}\).Two-tailed test: At the alternative hypothesis, we test if the parameter is different than a value, with a critical value of \(\alpha\)More can be learned about the test of an hypothesis at https://brainly.com/question/15980493
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A quadratic function f is defined by f (x) = (2+6) (x – 8).
1. Without graphing, identify the x-intercepts of the graph of f. Explain how you know.
2. Expand (x + 6) (2 - 8) and use the expanded form to identify the y-intercept of the graph of f. Show your work and explain how you know.
Answers
Answer:
1. The x-intercepts can be determined by taking the opposite of the constants, in this case the x-ints are -6 and +8.
2. (x+6)(x-8) = x^2+-2x-48, the y-intercept is -48
The first 3 figures in a pattern are shown.
1
2
3
= 1 small square
O f(n)=n2-1
O f(n) = 2n2 + 1
O f(n)=(n + 1)2 + 2
O f(n)=(n + 1)2 - 2
Answers
A rectangular park is 4a m and 3a m broad, find it's area in m2
Answers
Answer:
Area = 12a m²
Step-by-step explanation:
Given information,
→ Length = 4a m
→ Width = 3a m
Now we have to,
→ find the area of rectangular park.
Formula we use,
→ Area = L × W
Then the area of rectangle is,
→ L × W
→ 4a × 3a
→ (4 × 3)a
→ 12a m²
Therefore, the area is 12a m².
Sixty-four students voted for Morgan. Two times as many students voted for Whitney. How many students voted altogether?
Answers
A total of 192 students voted altogether.
What is an addition operation?In addition, items are combined and counted as a single large group. The process of adding two or more numbers together is known as an addition in mathematics. The terms "addends" and "sum" refer to the numbers that are added and the result of the operation, respectively.
Given:
The number of students who voted for Morgan = 64.
Let the number of students who voted for Whitney = n.
According to the question,
n = 2 times the number of students who voted for Morgan
n = 2 x 64
n = 128.
The total number of students who voted = 64 + 128
The total number of students who voted = 192.
Therefore, the required number of votes is 128.
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5. Write an equation in slope-intercept form for the line that passes through the given point and is perpendicular to the given equation. Show your work. (3,4) y = 1/2x-1
Answers
Answer:
I don't no answer sorry
Step-by-step explanation:
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Launch realize. 8-2: Find Volume of Cylinders (LMS graded)
8.2.PS-13
The cylinder shown has a volume of 824 cubic inches.
a. What is the radius of the cylinder? Use 3.14 for .
b. If the height of the cylinder is changed, but the volume
stays the same, then how will the radius change? Explain.
a. The radius of the cylinder is about 8.2 in³.
(Type an integer or decimal rounded to the nearest tenth as needed.)
10.7 in.
Question Help
◇
Answers
To find the radius of the cylinder, we can use the formula for the volume of a cylinder:
V = πr²h
Given that the volume is 824 cubic inches, we can rearrange the formula to solve for the radius:
824 = πr²h
Since the height is not given, we cannot find the exact radius. However, we can still determine the relationship between the height and radius if the volume remains the same.
b. If the height of the cylinder is changed, but the volume stays the same, the radius will change inversely proportional to the height. This means that as the height increases, the radius will decrease, and vice versa. This relationship ensures that the volume remains constant.
Therefore, we cannot determine the exact radius without knowing the height, but we can conclude that the radius and height have an inverse relationship.
if 12+ blank=0+12, than blank must equal
Answers
write and solve an inequality to find the possible values of x
Answers
The inequality that represents the value of x is (b) x > 80
Writing and solving the inequality for xfrom the question, we have the following parameters that can be used in our computation:
The figure
The general rule is that
The larger the side length, the larger the angle opposite it
using the above as a guide, we have the following:
1/8x > 10
So, we have
x > 80
Hence, the inequality is x > 80
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You earned ten dollars. You spent two-fifths of what you earned. How much did you spend?
Answers
7. The new York Volleyball Association
invited 64 teams to compete in a tournament.
After each round, half of the teams were
eliminated.
How many teams are left after 3 rounds?
Answers
Using a geometric sequence, it is found that after 3 rounds, 8 teams are left.
In a geometric series, the quotient between consecutive terms is always the same, and it is called common ratio q.
The general equation of a geometric series is given by:
\(a_n = a_1q^{n-1}\)
In which \(a_1\) is the first term.
In this problem:
64 teams were invited, thus \(a_1 = 64\).After each round, half the teams are eliminated, thus \(q = \frac{1}{2}\).The number of teams after 3 rounds is the 4th term of sequence, as the first is the initial number(0 rounds), thus:
\(a_n = a_1q^{n-1}\)
\(a_4 = 64\left(\frac{1}{2}\right)^{4-1}\)
\(a_4 = 8\)
After 3 rounds, 8 teams are left.
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Write an equation in slop intercept form with a given slope. Slope: 5/6, y-intercept: 8
Answers
y=5/6x+8
...............
The Green Goober, a wildly unpopular superhero, mixes
3 liters of yellow paint with
5 liters of blue paint to make
8 liters of special green paint for his costume.
Write an equation that relates
y the amount of yellow paint in liters, and
b the amount of blue paint in liters, needed to make the Green Goober's special green paint.
Answers
What is the common denominator for the following fractions? 4/6 , 7/12 , 9/24 , 5/4 , 7/8
Answers
Answer: The common denominator for:
4/6 =12
7/12= 84
9/24=72
7/8= 56
Hope you have a nice day/night :)
how to solve 17/34=7/f
Answers
Answer:
cross multiple
17×f=34×7
17f/17=578/17
f=34
4) What is the present value of $4000 received at the
end of the year for the next 3 years, with a discount
rate of 8%?
Answers
Answer:
$11040
Step-by-step explanation:
first of all the question says that $4000 were earned in a year and asks for what the new vale would be after the next 3 years with a discount rate of 8%.
If 1 year=$4000,then 3 years=$12000
100%-8%=92% (this happens because there is still a remaining amount that still has a cost to it),so 12000*92%=$11040
Answer: The answer is 33333.33
Step-by-step explanation:
6x^2=-3x+1 to the nearest hundredth
Answers
The solutions to the quadratic equation 6x² = -3x + 1 to the nearest hundredth are -0.73 and 0.23.
What are the solutions to the quadratic equation?Given the quadratic equation in the question:
6x² = -3x + 1
To solve the quadratic equation 6x² = -3x + 1, we can rearrange it into standard form, where one side is set to zero:
6x² + 3x - 1 = 0
Now we can solve the equation using the quadratic formula, which states that for an equation in the form ax² + bx + c = 0, the solutions for x are given by:
\(x = \frac{-b \±\sqrt{b^2-4ac} }{2a}\)
Here; a = 6, b = 3, and c = -1.
Let's substitute these values into the quadratic formula:
\(x = \frac{-b \±\sqrt{b^2-4ac} }{2a}\\\\ x= \frac{-3 \±\sqrt{3^2-4\ *\ 6\ *\ -1} }{2*6}\\\\x = \frac{-3 \±\sqrt{9+24} }{12}\\\\x = \frac{-3 \±\sqrt{33} }{12}\\\\x = -0.73, \ x=0.23\)
Therefore, the values of x are -0.73 and 0.23.
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Rewrite the following expression
X 9/7
Answers
Answer:
X1 2/7
Step-by-step explanation:
Step-by-step explanation:
We can write it in radical form, and the denominator of the exponent became the power of the radical. That is
And
We can also write it as
And that's the simplified form of the given exponential form .
find the statement that is incorrect. Then, correct and rewrite the statement in the space provided. Show any necessary work.
Answers
The incorrect statement is
The transformation can be represented by (7/3x, 7/3y)What is Dilation in Transformation?In mathematics, dilation can be defined as a transformation which alters the size of an object, though its shape remains unchanged. It is described as a specific similarity transformation where all dimensions associated with the given object (i.e. height, width and length) are increased or decreased uniformly by a particular scale factor.
A dilation thus produces an alteration in size, with the figure being either magnified or diminished while keeping its unique shape intact.
The scale factor used in the dilation is 9/7 instead of 7/3.
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Below are the names of ten students:
Dorothy
Anthony
Harold
Margaret
Tiffany
Nancy
Angela
Paul
For the following, assume the probability of a student being chosen is the same for each student. Also, assume that
simple random sampling is being used. (If necessary, use an exact decimal value for all probabilities.)
a.) What is the probability of choosing a student whose name ends with the letter "k"?
b.) What is the probability of choosing a student whose name begins with the letter "C"?
Patrick
Jeremy
c.) What is the probability of choosing a student whose name contains the letters "m" or "M"?
d.) A Math Club is formed using these ten students, and the club must consist of seven students. How many ways
can students be assigned to the Math Club?
e.) The ten students enter an art competition where first place wins $100, second place wins $50, third place wins
$25, and fourth place wins $10. How many different ways can prizes be distributed?
It’s not multiple choice you have to work the math problem!!
Answers
Step-by-step explanation:
a probability is always the ratio
desired cases / totally possible cases
let's relist the 10 names, as there was some "mixing" going on in your text :
Dorothy
Anthony
Harold
Margaret
Tiffany
Nancy
Angela
Paul
Patrick
Jeremy
so, whatever happens, the totally possible cases are 10 (as we are only taking about these 10 names, no other name can suddenly appear in all the scenarios).
in each scenario one student is randomly chosen.
a) the probabilty to pick a student with name ending "k".
we look through the list and find only 1 student, whose name ends with "k" : Patrick.
that means the number of desired cases is 1.
and the probabilty is therefore
1/10 = 0.1
b) the probability to pick a student with name beginning "C".
we look and look and look. none of the 10 names start with a "C".
that means the number of desired cases is 0.
and the probabilty is
0/10 = 0
c) the probability that the name of the picked student contains "m" or "M".
we find 2 names : Margaret and Jeremy.
that means that the number of desired cases is 2.
and the probabilty is therefore
2/10 = 1/5 = 0.2
d) in how many ways can we pick 7 elements out of 10, when the sequence of the pulled 7 elements does not matter (e.g. ... Nancy, Paul ... is the same as ... Paul, Nancy, ...). and no student can be pulled more than once (no repetitions).
that means we have to calculate the combinations of 7 items out of 10 without repetition :
C(10, 7) = 10! / (7! × (10-7)!) = 10! / (7! × 3!) =
= 10×9×8 / (3×2) = 5×3×8 = 120
there are 120 possibilities to build the math club.
e) now we pick 4 students out of 10. but as we give them prices based on ranking, the sequence matters (e.g. Nacy first, Paul second is different to Paul first, Nancy second).
but we still have no repetition, as nobody can win more than one price.
that means we need to calculate the permutations of 4 items out of 10 without repetition :
P(10, 4) = 10! / (10-4)! = 10! / 6! = 10×9×8×7 = 5,040
there are 5040 different ways to distribute the 4 prices among the 10 students.
Please help will mark Brainly
Answers
The number of tickets day and evening combined should be more then 8 since it says at least 8 tickets. However the cost of the tickets which is 15x+30y (multiply the amount of tickets bought by the cost) should be less then 300 bucks since they have a budget. Hope this helps!
A and B are two cylinders that are mathematically similar.
The area of the cross-section
of cylinder A is 18 cm².
Work out the volume of cylinder B.
Optional working
+
18 cm²
A
Answ cm³
5 cm
B
10 cm
Answers
The volume of cylinder B can be calculated using the concept of similarity between the cylinders and the relationship between their areas and volumes. Therefore, the volume of cylinder B is approximately 135.346 cm³.
Given that cylinders A and B are mathematically similar, we can establish a ratio between their corresponding measurements. In this case, we are given the area of the cross-section of cylinder A, which is 18 cm², and the dimensions of cylinder B, which has a height of 10 cm and an unknown radius.
To find the volume of cylinder B, we need to determine the corresponding measurements of its cross-section. Since the cylinders are similar, the ratio of their areas is equal to the square of the ratio of their corresponding linear measurements.
Let's assume that the radius of cylinder B is 'r'. Since the height of cylinder B is given as 10 cm, we can calculate the area of its cross-section using the formula for the area of a circle: A = πr².
The ratio of the areas of the cross-sections of cylinders A and B can be expressed as (Area of A) / (Area of B) = 18 / (πr²).
Since the height of cylinder B is twice that of cylinder A (10 cm compared to 5 cm), the ratio of their corresponding linear measurements is 2:1.
Therefore, the ratio of the areas is (2:1)² = 4:1.
Setting up the equation, we have 18 / (πr²) = 4/1.
By rearranging the equation, we can solve for the radius 'r' of cylinder B:
18 = (4/1) * (πr²)
18 = 4πr²
r² = 18 / (4π)
r² = 4.545
r ≈ 2.132 cm
Now that we have the radius of cylinder B, we can calculate its volume using the formula for the volume of a cylinder: V = πr²h.
V = π * (2.132)² * 10
V ≈ 135.346 cm³
Therefore, the volume of cylinder B is approximately 135.346 cm³.
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What is 2 5/7 ·48+2 2/7 ·48? Please help!!!
Answers
9514 1404 393
Answer:
240
Step-by-step explanation:
Your calculator can tell you the answer.
__
If you're doing this by hand, it can be convenient to combine the multipliers of 48:
(2 5/7)·48 +(2 2/7)·48 = (2 5/7 +2 2/7)·48 = ((2+2) +(5/7+2/7))·48
= (4 +7/7)·48 = 5·48 = 240
What is the value of x?
Answers
Answer:
x = 26 degrees
Step-by-step explanation:
Supplementary angles mean that they sum up to be 180 degrees therefore
C + D = 180 degrees
128 degrees + D = 180 degrees
D = 180 degrees - 128 degrees
D = 52 degrees
If the measure of the angle D is two times the value of x then x is...
x = D/2
x = 52 degrees / 2
x = 26 degrees
100 points!!!
Solve the following equation:
8x + 3 = 2x + 9
Answers
Answer:
\(\Huge \boxed{\boxed{ x = 1}}\)
Step-by-step explanation:
Isolate the variable on one side of the equation before trying to solve it. It means that you should only have constants (numbers) on the other side of the equal sign and the variable alone on the one side.
To do this, you can add, subtract, multiply, divide, or use any other operation to both sides of the equation as long as you do the same thing on both sides.
Your final step depends on the equation and how you've simplified it. In general, you want to figure out how you arrived at the final equation by working backwards from it. You'll isolate the variable in the last action you took.
-------------------------------------------------------------------------------------------------------------
SolutionStep1: Subtract \(\bold{2x}\) from both sides
\(8x + 3 = 2x + 9\)\(8x - 2x + 3 = 2x - 2x + 9\)\(6x + 3 = 9\)Step 2: Subtract 3 from both sides
\(6x + 3 - 3 = 9 - 3\)\(6x = 6\)Step 3: Divide both sides of the equation by 6
\(\frac{6x}{6} = \frac{6}{6}\)\(x = 1\)So the solution to the equation \(\bold{8x + 3 = 2x + 9}\) is \(\bold{x = 1}\).
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f f (x) = 5 x minus 25 and g (x) = one-fifth x + 5, which expression could be used to verify g(x) is the inverse of f(x)?
Answers
Answer:
We study if the composition of both functions equals the identity ("x"), that is if
\(f(g(x))=x\)
Step-by-step explanation:
The composition of the two functions should render 'x" if one is the inverse of the other. That is, we need to find what \(f(g(x))\) renders. Notice as well that the same verification could be done with examining \(g(f(x))\).
Let's work with \(f(g(x))\) :
\(f(g(x))=f(\frac{1}{5} x+5)=5\,(\frac{1}{5} x+5)-25= x+25-25=x\)
So we see that the composition of both functions indeed render "x", and that way we have verified that one is the the inverse of the other.
Answer:
B. One-fifth (5 x minus 25) + 5
Step-by-step explanation:
Just got it right on the test.
does anyone know algebra? if so, I can really use your help.
Answers
Answer:
yea sure
Step-by-step explanation:
8x - 4 < - 12 or 8x + 7 >23 i need help to find answer
Answers
Answer:
x>4/3 and x<1
Step-by-step explanation:
8x-4 < -12
8x<-12+4
x<8/8
x<1
8x+7> 23
8x>23-7
x>12/8
simplify : x>4/3
What kind of transformation is it when it gets bigger? Like a small star to a bigger star.