Answer: 24
Step-by-step explanation:
Colleen painted 7 windows, some of which were her mother's.
Her dad painted 7+1 (8) windows, and that is twice as much as what her mother was supposed to do. Her mother was supposed to do 4 windows. That means Colleen's share was 3 windows.
If all the kids had to do an equal amount of windows, than each kid had to do 3 windows.
8+7+3+3+3=24
The total windows in the house are 21.
What is an algebraic expression?It is an expression contains a relation between different parameters (variables). It contains variable and constant values, along with algebraic operations.
In our given problem, the algebraic relation between different members work output and total windows can be expressed as:
Windows painted by colleen and her mother = 7
Windows painted by father = (Windows painted by colleen and her mother + 1)
= (7 + 1) = 8
∴ Windows painted by father = 8
Now, as given,
2 Windows painted by mother = Windows painted by father
∴ Windows painted by mother = [tex]\frac{8}{2}[/tex] = 4
and Windows painted by colleen = 7 - 4 = 3
Colleen and her 2 brothers paint equal windows;
∴ They painted 3 windows each.
The total windows in the house is equal to total painted windows by mother, father, colleen and her two brothers:
⇒ 4 + 8 + 3 x 3 = 12 + 9 = 21
Hence the total windows in the house are 21.
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Please help! Solve for x: -4x - 3/5 = 1/3 4x + 3/5 = 1/3 Please include a step-by-step explanation. Thank you!
Answer:
-4(-7/30)-3/5=1/3
4(-1/15)+3/5=1/3
Step-by-step explanation:
1. -4x-3/5=1/3
-4x=1/3+3/5
-4x=14/15 <- divide both sides
x= -7/30
2. 4x+3/5=1/3
4x=1/3-3/5
4x= -4/15 <-divide both sides
x= -1/15
A basin is filled by two pipes in 12 minutes and 16 minutes respectively. Due to the obstruction of water flow after the two pipes have been running together for some time, the 1st pipe carries 7/8 of the carrying capacity and the 2nd pipe carries 5/6 of the carrying capacity. After removing the water barrier, the tank is full in 3 minutes. How long after the flow of water in the two pipes became normal?
Answer:
The time duration of the two pipes restricted flow before the flow became normal is 4.5 minutes
Step-by-step explanation:
The given information are;
The time duration for the volume, V, of the basin to be filled by one of the pipe, A, = 12 minutes
The time duration for the volume, V, of the basin to be filled by the other pipe, B, = 16 minutes
Therefore, the flow rate of pipe A = V/12
The flow rate of pipe B = V/16
Due to the restriction, we have;
The proportion of its carrying capacity the first pipe, A, carries = 7/8 of the carrying capacity
The proportion of its carrying capacity the second pipe, B, carries = 5/6 of the carrying capacity
Whereby the tank is filled 3 minutes after the restriction is removed, we have;
[tex]\dfrac{7}{8} \times \dfrac{V}{12} \times t + \dfrac{5}{6} \times \dfrac{V}{16} \times t + \dfrac{V}{12} \times 3 + \dfrac{V}{16} \times 3 = V[/tex]
Simplifying gives;
[tex]\dfrac{(2\cdot t +7) \cdot V}{16} = V[/tex]
2·t + 7 = 16
t = (16 - 7)/2 = 4.5 minutes
Therefore, it took 4.5 seconds of the restricted flow before the the flow of water in the two pipes became normal
Helllllpppppp!
I went to Starbucks and purchased three coffees and two cake pops with a total cost of $7 dollars. Then I
went to Einstein Bagels and purchased two coffees and four cake pops for $8 dollars. What is the price for a
single coffee and single cake pop?
x=cost of a single coffee
y= cost of a cake pop
3x+2y+7
2x+4y+8
Answer:
Step-by-step explanation:
The system of equations is:
● 3x + 2y = 7
● 2x + 4y = 8
Where x is the price of a single coffee and y is the price of a single coffee
We will solve this simultaneous equations using the graphing method:
The solutions is the intersection point of to the lines.
(Picture below)
The intersection point is (1.5,1.25)
Answer:
x = 1.5
y =1.25
Step-by-step explanation:
3x+2y=7
2x+4y=8
Multiply the first equation by -2
-2(3x+2y=7 )
-6x-4y = -14
Add this to the second equation
-6x-4y = -14
2x+4y=8
----------------
-4x = -6
Divide by -4
-4x/-4 = -6/-4
x = 1.5
Now find y
3x+2y=7
3(1.5) + 2y = 7
4.5 +2y = 7
Subtract 4.5 from each side
2y = 2.5
Divide by 2
y = 1.25
Plz help I’ll mark brainliest
Answer:
[tex]\large \boxed{\mathrm{2 \ meters}}[/tex]
Step-by-step explanation:
The triangle formed is a right triangle.
We can use trig functions to solve.
The maximum length of the seesaw is the length of the hypotenuse of the triangle.
sin θ = opp/hyp
Let x be the hypotenuse length.
sin 30 = 1/x
x = 1/sin30
x = 2
The maximum length of the seesaw is 2 meters.
Answer:
2
Step-by-step explanation:
Take the right triangle formed by the seesaw.
Let x be the maximum heigth that we are looking for
● sin 30° = 1/x
Switch x and sin 30°
● x = 1 /(1/2)
● x = 1 ×(2/1)
● x= 1×2
● x = 2
Find the lateral area of the following cone.
Leave your answer in terms of pi
Answer:
The lateral surface area of cone is A = π×r×l where r represents radius and l is slant height.
The formula to find slant height is l = √(h²+r²) where h represents height.
The lateral surface area of the cone is 65[tex]\pi[/tex] square cm.
Given,
The height is 12 cm and the radius is 5 cm.
We are to find the lateral surface area of a cone.
What is the lateral surface area of a cone?The lateral surface area of a cone:
A = [tex]\pi[/tex] x r x l
where r = radius and l = slant height.
The slant height:
l = √(h²+r²) where h =height.
We have,
h = 12 cm and r = 5 cm
l =√(h²+r²)
l = √(12^2 + 5^2)
l = √(144 + 25)
l = √169
l = 13 cm
Now,
l = 13 cm and r = 5 cm
A = [tex]\pi[/tex] x r x l
A = [tex]\pi[/tex] x 13 x 5 = 65[tex]\pi[/tex] square cm
Thus lateral surface area of the cone is 65[tex]\pi[/tex] square cm.
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5. A recent school survey found that 8 out of 10 students plan to go to college after graduating high school. At
that rate, how many of the 2540 students at the local high school plan to go to college?
318 students
2032 students
2000 students
3175 students
Answer:2032
Step-by-step explanation:
Since 80% of the students plan to go to college, 80% of 2540 is 2032. 2540x0.8
can anyone answer this pls. will mark u as brainliest.
Answer:
6
Step-by-step explanation:
We first want to rewrite it and make the square roots into power of 1/2 as its is easier in most cases to work with.
We will first solve for a^2 because it appears twice
3+2×2^1/2
3+2.828=5.828427
Now we will solve 1/a^2
1/5.828427=.171572
.171572+5.828427
now you add them and it equals 6.
what is (8*8*8) * (8*8*8*8) in exponential form?
The exponent 7 tells us how many copies of "8" are being multiplied together.
The expression 8*8*8 is equal to 8^3, while 8*8*8*8 = 8^4
Multiplying 8^3 and 8^4 will have us add the exponents to get 8^7. The base stays at 8 the entire time.
The rule is a^b*a^c = a^(b+c) where the base is 'a' the entire time.
Answer:
8^ 7
Step-by-step explanation:
(8*8*8) * (8*8*8*8)
There are 3 8's times 4 8's
8^3 * 8^4
We know that a^b * a^c = a^ (b+c)
8 ^ ( 3+4)
8^ 7
find the x value for this problem
Answer:
x = 80
Step-by-step explanation:
The exterior angle of a triangle is equal to the sum of the opposite interior angles
25+x = 105
Subtract 25 from each side
25+x-25 = 105-25
x = 80
The volume of a cube is given by , where s is the side length of the cube. What is the difference of the volumes of two cubes with side lengths of 5 meters and 4 meters?
Answer:
61 cubic meters
Step-by-step explanation:
1) Find the volume of the cube where s=4
1a) V= s*s*s
1b) Insert in side length
V=4*4*4
1c) solve
V=64 cubic meters
2) Find volume of 2nd cube by repeating same steps where s=5
2a) V=125 cubic meters
3) Subtract to find difference
3a) 125-64
3b) Solve: 61 cubic meters
Answer:
The cube with meters length of 5 s a bigger mass if the width of both cubes are the same
Step-by-step explanation:
ANSWER ASAP!!!!! How many liters of a 10% salt solution must be mixed with 5 liters of a 50% salt solution to give a 20% solution?
Answer:
15 liters
Step-by-step explanation:
Let v represent the number of liters of 10% solution to be mixed with 5 liters of a 50% solution to obtain a 20% solution. The amount of salt in the final solution is ...
0.10x +0.50(5) = 0.20(x+5)
1.5 = 0.10x . . . . . simplify, subtract 1+0.10x
15 = x . . . . . . . . . multiply by 10
15 liters of 10% solution must be added.
What is the range of the function shown in the graph below? answer type: interval, all real values except one, all real values except two, all real numbers Interval:
Answer:
Step-by-step explanation:
There is a graph from minus infinity to y = -6.
The range is (-infinity, -6).
The domain of the graphed function is (-∞, 8] and the range of the graphed function is (-∞, -6].
What are domain and range?The domain means all the possible values of x and the range means all the possible values of y.
The function is shown.
The domain of the graphed function will be given by observing the graph.
Then the domain will be (-∞, 8].
And the range of the graphed function will be given by observing the graph.
Then the range of the graphed function will be (-∞, -6].
Thus, the domain of the graphed function is (-∞, 8] and the range of the graphed function is (-∞, -6].
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I am getting headache In this question!! Can you solve it please!!? Please answer. Will mark brainliest!!
Answer:
Step-by-step explanation:
Find the quotient:
9/10 / 1/3
=> Take the reciprocal
=> 9/10 X 3/1
=> 27/10 = 2.7
Jennie spent 2h studying for exams.....
2 / 2/3
=> Take the reciprocal
=> 2/1 X 3/2
=> 6/2 = 3 subjects.
Calculate:
5 1/2 / 3
=> 11/2 / 3
=> Take the reciprocal\
=> 11/2 X 1/3
=> 11/6
A farmer has 9 1/2 ha of land.......
=> 9 1/2 / 1 1/4
=> 19/2 / 5/4
=> Take the reciprocal
=> 19/2 X 4/5
=> 76/10
=> 7.6 crops.
I don't know the answer to the question named: Draw a picture to show how many 1/5 s are there in 7/10.
I know the answer to the other 4 questions. They are correct.
What is D+26/-17 = - 25
Answer:
-399/17
Step-by-step explanation:
D+26/-17=-25
D=-25-(-26/17)
D=-25+26/17
D=-425/17+26/17
D=-399/17
Alexander bought a box of crackers at the store. He ate half of the crackers in the box on Monday, and he ate 1/2 of what was left on Tuesday. On Wednesday, he ate 1/3 of what was left after he was finished eating the crackers on Tuesday.
1) What fractional part of the total crackers originally in the box did Alexander
eat on Wednesday?
2) what fractional part of the total crackers originally in the box are left. 3) if there are 4 crackers left in the box after Alexander finished eating crackers on wensday, how many crackers were in the box before it was opened. (Please help!)
Answer:
Given the equivocal nature of this question, I will need to draw an assumption: I will assume that Ali ate from the cake and so did Jason — not Ali ate from the cake and Jason ate from Ali’s slice.
With that being said, the first approach is make both of these fractions have a common denominator, so that we can find how much each respective person ate from the total amount of slices. Intuitively, the common denominator is 12
12
, so this must be true:
Ali ate 4/12
4
/
12
of the cake;
Jason ate 3/12
3
/
12
of the cake
Adding these two fractions will give us 7/12
7
/
12
— the total amount eaten. Now, to find the amount left, we need only subtract 7/12
7
/
12
from 12/12
12
/
12
(the total amount of the cake). Doing so will give us
Step-by-step explanation:
The frequency table categorizes winners of a prestigious award from.1990-2012 by their age at the time they received the award.
Answer:
is there an image of the frequency table attached? whats the question
Step-by-step explanation:
An secondary school have 250 students 30% in the First grade secondary and 35% Second grade secondary.
how many students in the Third grade are there
Answer:
Third grade secondary = 87 students
Step-by-step explanation:
First grade = 30/100 x 250 = 75 students
Second grade = 35/100 x 250 = 87.5 rounded off to 88 students. Because students can't be half thus can't be in decimal. So round off to the nearest whole number.
Third grade = 250 - 88 - 75 = 87 students
Answer:
third grade secondary = 87 students
Step-by-step explanation:
:T
The following data points represent the number of points scored last basketball game by each player on the Dragons basketball team.
5,8,11,7,?
If the mean of the data set is 8 points, find the missing number of points.
Answer:
9
Step-by-step explanation:
There are 5 data points. To find the mean, we add the data and divide by 5
(5+8+11+7+?) /5 = 8
Multiply each side by 5
(5+8+11+7+?) /5 *5 = 8*5
(5+8+11+7+?) = 40
Combine like terms
? + 31 = 40
Subtract 31 from each side
? +31-31 = 40-31
? = 9
The missing number is 9
help me plx can somewon help me
Move the decimal so that there is one non-zero digit on the left of the decimal point. (The number of decimal spaces you move = exponent on 10) Since the decimal is moving to the left, we know the exponent is positive.
2 + 7 = 9
Answer: 9 * 10^16
Match each function formula with the corresponding transformation of the parent function y = 3x
1. y = -3^ x Translated up by 1 unit 2.
2.y = 3^ -x Reflected over the y-axis 3.
3.y = 3 ^x - 2 Translated right by 2 units 4.
4. y = 3 ^x + 1 Translated down by 2 units 5.
5. y = 3^ x + 1 Translated left by 1 unit 6.
6. y = 3 ^x - 2 Reflected over the x-axis
Everything is exponents of the three except the -2 at the end and the 4th one is also +1 not an exponent
Answer:
1. y = -3^ x Translated up by 1 unit 2.
2.y = 3^ -x Reflected over the y-axis 3.
3.y = 3 ^x - 2 Translated right by 2 units 4.
4. y = 3 ^x + 1 Translated down by 2 units 5.
5. y = 3^ x + 1 Translated left by 1 unit 6.
6. y = 3 ^x - 2 Reflected over the x-axis
Step-by-step explanation:
PLEASE HELP!! I NEED THIS SOON!! Explain why you cannot use algebra tiles to model the multiplication of a linear polynomial by a quadratic polynomial. As an added challenge, develop a model similar to algebra tiles that will allow you to show this multiplication. Describe an example of your model for the product (x + 1)(x2 + 2x + 2). Give at least 5 sentences.
Answer:
the guy is right
Step-by-step explanation:
Question 12 Multiple Choice Worth 1 points)
(06.01 MC)
20
20
A spinner is divided into many sections of equal size. Some sections are red, some are blue, and the remaining are green. The probability of the arrow landing on a section colored red is 11. The probability of the arrow landing on a section colored blue is 6. Whan
the probability of the arrow landing on a green-colored section?
O
20
O
20
о
9
20
17
20
Complete question:
A spinner is divided into many sections of equal size. Some sections are red, some are blue, and the remaining are green. The probability of the arrow landing on a section colored red is 11 over 20. The probability of the arrow landing on a section colored blue is 6 over 20. What is the probability of the arrow landing on a green-colored section?
Answer: 3/20
Step-by-step explanation:
From the question, the spinner is divided equally into sections painted with 3 different colors (RED, BLUE and GREEN)
Given that:
P(arrow landing on red) = 11 / 20
P(arrow landing on blue) = 6/20
The probability of arrow landing on green is therefore :
Sum of the probabilities of red and blue :
P(arrow landing on red) + P(arrow landing on blue)
= (11/20 + 6/20) = 17/20
Recall : The sum of probabilities of mutually exclusive events must sum up to 1. Therefore, since the events represented above are mutually exclusive, that is no two events can occur at the same time.
Then:
P(arrow landing on red) + P(arrow landing on blue) + P(arrow landing on green) = 1
Hence,
P(arrow landing on green) = 1 - [(P(arrow landing on red) + P(arrow landing on blue)]
P(arrow landing on green) = 1 - [11/20 + 6/20]
P(arrow landing on green) = 1 - 17/20
P(arrow landing on green) = 3/20
Need help plz, show work too
Answer:
Hope it helps this is an isosceles triangle
PLEASE HELP!! Don't need explanation The Kellen school district gives awards to its schools based on overall student attendance. The data for attendance are shown in the table, where Low represents the fewest days attended and High represents the most days attended for a single student. School Low High Range Mean Median IQR σ High School W 108 180 72 169 150 47.5 29.5 High School X 112 180 68 160 124 49.5 32.4 High School Z 130 180 50 162 151 39.5 27.5 Part A: If the school district wants to award the school that has the most consistent attendance among its students, which high school should it choose and why? Justify your answer mathematically. Part B: If the school district wants to award the school with the highest average attendance, which school should it choose and why? Justify your answer mathematically.
Answer:
you are very very correct good job
Step-by-step explanation:
what the hell is the answer
can somewon help me i dont get this kind of math
Answer:
256 in²
Step-by-step explanation:
Answer:
256 inches squared
Step-by-step explanation:
You find the area of all of the area on the sides and then add them
A solid hemisphere has volume 230cm^3. (a) Calculate the radius of the hemisphere. [The volume, V, of a sphere with radius r is V = 4 /3 = π r^3 .]
Answer:
[tex]\huge\boxed{r = 4.8\ cm}[/tex]
Step-by-step explanation:
Since it's a hemisphere, the volume will be:
Volume of Hemisphere = [tex]\frac{2}{3} \pi r^3[/tex]
Given that Volume of hemisphere = 230 cm³
230 = [tex]\frac{2}{3} \pi r^3[/tex]
Multiplying both sides by 3
230 * 3 = 2πr³
690 = 2πr³
Dividing both sides by 2π
690 / 2π = r³
r³ = 109.8
Taking cube root on both sides
r = 4.8 cm
Answer:
[tex]\large \boxed{\mathrm{4.79 \ cm}}[/tex]
Step-by-step explanation:
The volume of a hemisphere is half the volume of a sphere.
The formula for the volume of hemisphere is V = 2/3πr³.
The volume is given.
230 = 2/3πr³
Solve for r or radius.
Multiply both sides by 3/2.
230 × 3/2 = 2/3πr³ × 3/2
345 = πr³
Divide both sides by π.
(345)/π = (πr³)/π
109.816910733 = r³
Take the cube root of both sides.
∛(109.816910733) = ∛(r³)
4.78876002459 = r
What is the area of a regular hexagon with an apothem 16.5 inches long and a side 19 inches long? Round the answer to the nearest tenth. A. 625.3 in.2 B. 940.5 in.2 C. 156.3 in.2 D. 1,875.8 in.2
==============================================
Explanation:
Any regular hexagon is really the combination of six identical (aka congruent) equilateral triangles glued together. If we can find the area of one triangle, then we multiply by 6 to get our final answer.
The apothem is the height of the equilateral triangle with the triangular base being the side length of the hexagon.
area of triangle = (1/2)*base*height
area of triangle = 0.5*(hexagon side length)*(apothem)
area of triangle = 0.5*19*16.5
area of triangle = 156.75
This is the area of one equilateral triangle. Having 6 triangles leads to a total area of 6*156.75 = 940.5 square inches
The area of a regular hexagon with an apothem of 16.5 inches and a side of 19 inches is Area of hexagon = 1/2(length of apothem)(perimeter of the hexagon) = 940.5 inches. (Option-B)
Apothem:Apothem is a perpendicular line from the center of the regular polygon to one of its sides.
Area of Regular polygon with apothem:Area = 1/2 x (length of apothem) x (perimeter of hexagon)
• Given,
apothem = 16.5 inches and length of a side =19 inches
• Perimeter = 6 x (side of a hexagon)
= 6 x (19)
= 114 inches
• Hence,
Area = 1/2 x (16.5) x (114) = 940.5 inches(rounded to the nearest tenth)
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Jen go to the skate park every other day Terry go to skate park every third date Carlos goes to the skate park only on Mondays and Tuesdays today is Monday, June 3 and all the kids are at the skate park on what day would they all be at the skate park again
Answer: Tuesday, July 9 (correct me if I'm wrong)
Step-by-step explanation:
Jen goes every other day, so she goes every odd day.
Terry goes every third day, so Jen and Terry go together every six days.
Six days later is Sunday June 9, then Saturday June 15, then Friday Jun 21, then Thursday June 27, then Wednesday July 3.
Carlos only comes Mondays and Tuesday, so the next six days would be Tuesday July 9.
PLEASE HELP!!!!! I BEG OF EVERYONE. FIRST CORRECT WILL GET BRALIEST!!!!!!! How far have I travelled if I biked at 10mph for hhrs, I walked at 3mph for twice as long as I biked, and ran at 10mph for one quarter as long as I walked?
Answer:
32 miles/4 hours.
Step-by-step explanation:
What is the solution to the inequality 3t + 9 ≥ 15 ? please answer as soon as you can!!
Answer:
T≥2
Step-by-step explanation:
3t+9≥15
3T≥15-9
3T≥6
T≥2
Answer:
t ≥ 2
t ∈ [2 ; +oo)
Step-by-step explanation:
3t + 9 ≥ 15
3t ≥ 15 - 9
3t ≥ 6
t ≥ 6 : 3
t ≥ 2
t ∈ [2 ; +oo)
