Answer:
7 hours 15 minutes
7.25 hours
Step-by-step explanation:
Break from 11:45 am to 12:30 pm = 45 minutes
Two 15-minute unpaid coffee breaks during the day = 30 minutes
Total break hours = 45 minutes + 30 minutes
= 1 hour 15 minutes
Total work day hours from 8:30 am to 5:00 pm = 8 hours 30 minutes
How many hours are you paid?
Total hours paid = Total work day hours - Total unpaid break hours
= 8 hours 30 minutes - 1 hour 15 minutes
= 7 hours 15 minutes
b) Express your answer as a decimal in hours only
7 hours 15 minutes as a decimal
15 minutes to hour = 60 minutes/15 minutes
= 1/4
= 0.25 hours
7 hours 15 minutes as a decimal = 7 hours + 0.25 hours
= 7.25 hours
help please I need to find the area using (π3.14)
Answer:
15 cm²
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightGeometry
Area of a Rectangle: A = lw
l is lengthw is widthStep-by-step explanation:
Step 1: Define
Identify variables
l = 5 cm
w = 3 cm
Step 2: Find Area
Substitute in variables [Area of a Rectangle Formula]: A = (5 cm)(3 cm)Multiply: A = 15 cm²How do you eat like I next to to eat and I can’t so how do I eat
Answer:
I don’t get the question.
Step-by-step explanation:
It doesn’t make sense to me……….
Given a quadratic function, y = ax + bx+c, what happens to the graph when "a" is positive?
a. the parabola opens down, the vertex is the C. the parabola opens up, the vertex is the
maximum value
maximum value
b. the parabola opens down, the vertex is the d. the parabola opens up, the vertex is the
minimum value
minimum value
Answer:
d
Step-by-step explanation:
it is opened up because the voeff of X^2 tetm is positive
Find the range of the graphed function.
Answer:
-6 ≤ y ≤ 9
Step-by-step explanation:
Answer:it’s d
Step-by-step explanation:
A school is ordering chairs for the teacher's lounge and some of the classrooms. Each classroom needs 17 chairs, while the teacher's lounge needs 16.
Let n represent the number of classrooms included in the order and c represent the total number of chairs. Complete the table using the relationship between n and c.
5515828288777776677
12
What am I doing wrong? I've tried every conceivable answer, I thought I was good at this type of math but this program keeps proving me wrong. Please help.
Answer:
Step-by-step explanation:
TIME REMAINING
55:06
A city’s bus line is used more as the urban population density increases. The more people in an area, the more likely bus lines will be utilized.
The population of City A, in Texas, is 29,455 and covers an area of 19.42 mi2.
The population of City B, in Alabama, is 34,890 and covers an area of 25.4 mi2.
Which city’s residents are more likely to use public buses? Explain.
The residents of City B are more likely to use public transportation because the city has the lowest population density.
The residents of City B are more likely to use public transportation because the city has the highest population density.
The residents of City A are more likely to use public transportation because the city has the lowest population density.
The residents of City A are more likely to use public transportation because the city has the highest population density.
Answer:
d
Step-by-step explanation:
i just took the test
The residents of City A are more likely to use public transportation because the city has the highest population density. Therefore, the correct option is A.
What is Population density?Population density is the amount of people living in a specific area. In this example, City A has 29,455 residents in an area of 19.42 square miles, while City B has 34,890 residents in an area of 25.4 square miles.
Due to the large number of people living in the small space, the population density is high in City A. Greater demand for public transport services, such buses, is often brought about by higher population density as residents find these services more practical and cost effective to use for commuting and travel. As a result of their increased population density, people in City A are more inclined to use public transport.
Therefore, the correct option is A.
Learn more about population density, here:
https://brainly.com/question/16894337
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A researcher shows Trey two containers of the same size, both containing the same amount of marbles. The researcher pours one container of marbles into container that is taller, but smaller in diameter so the level of marbles is higher than in the other container. When the researcher asks Trey which container has more marbles, Trey points to the taller, thinner container. What type of task has Trey been tested on
Answer:
Conservation
Step-by-step explanation:
Conservation is the principle that an object maintains the same size and shape even if it is repositioned or divided in certain ways.
x² + 8x + 16 =
I need the steps and the answer
and the box
Answer:
The answer is (x+4)
Step-by-step explanation:
Just write the expression as a product with the factor x and 4
x²+2×x×4+4+16
then write the number in the exponential form with an exponent of 2
x²+2×x×4+4²
then use a² +2ab +b² = (a+b)² yo factor the expression which you get (x+4)
Find the missing interior angle in a triangle when one angle is 48 degrees, a second angle is Y+2 degrees, and the exterior angle is 2Y - 3 degrees?
Answer:
61°
Step-by-step explanation:
Angles in a straight line add up to 180°.
Also angles in a triangle add up to 180°.
See the image above.
PLEASE HELP IMAGE IS BELOW!!
Answer:
Number of small boxes shipped = 7
Number of large boxes shipped = 15
Step-by-step explanation:
Let the number of small boxes = s
And the number of large boxes = l
Weight of small box = 25 pound
Weight of the large box = 50 pounds
Total weight of the shipment = 925 pounds
Therefore, equation for the weight of shipment will be,
25s + 50l = 925
s + 2l = 37 ----- (1)
Total number of boxes shipped = 22 boxes
Therefore, equation will be,
s + l = 22 ------(2)
Subtract equation (2) from equation (1)
(s + 2l) - (s + l) = 37 -22
l = 15
From equation (2)
s + 15 = 22
s = 7
Therefore, number of small boxes shipped = 7
Number of large boxes shipped = 15
Pls help ..
if A =
[4 3] is a singular matrix, find 'a'
[ a 3]
Answer:
a = 4.
Step-by-step explanation:
We know that:
[tex]A = \left[\begin{array}{ccc}4&3\\a&3\end{array}\right][/tex]
is a singular matrix, now we want to find the value of a.
We know that a matrix is singular if:
Det [A] = 0
Where remember that the determinant of a 2x2 matrix is given by:
[tex]M = \left[\begin{array}{ccc}k_{11&k_{12\\k_{21}&k_{22}\end{array}\right]\\\\det[M] = k_{11}*k_{22} - k_{12}*k_{21][/tex]
Then the determinant of A is:
Det [A] = 4*3 - a*3
and that must be zero, so:
4*3 - a*3 = 0
Now we just need to find the value of a:
12 - a*3 = 0
12 = a*3
12/3 = a
4 = a
So the value of a is 4.
Please help…………………………
Answer:
Step-by-step explanation:
angle 2 is also 60 degree (being vertically opposite angles)
angle 3 is also 60 degree (being corresponding angles)
angle 4 is also 60 degree (being corresponding angles ) . sice angle 2 is 60 degree and relation between angle 2 and 4 is corresponding angle , angle 4 will also be 60 degree.
I need help with questions 11 and 12 please!
Q11: angle EFG = 90°
angle GDH = 90°÷2
= 45°
angle FEG = 90°÷2
= 45°
angle DHG = 180°-45°-45°
= 90°
Q12. (6x-21)°=90°÷2
=45°
6x=45°+22°
=67°
x=67°÷6
=11/1/6°
hope it helps:)))))
express as a single faction
[tex] \frac{x} {4} + \frac{x}{4} [/tex]
[tex] \: \: \: \: \: \: \huge \rm{answer :} \: { \boxed{ \rm\frac{x}{2} }}[/tex]
[tex] \huge \blue{ \boxed{ \pink{\boxed{ \blue{\rm{armed} \: \pink{account}}}}}}[/tex]
[tex] \huge \rm\frac{x} {4} + \frac{x}{4} \\ \\ \huge \rm\frac{x + x}{4} \\ \\ \huge \rm \frac{2x}{4} \\ \\ \huge \blue{ \boxed{ \pink{ \rm \: \frac{x}{2} \: }}}[/tex]
➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖
I hope you understood!✏
➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖
[tex] \huge\boxed{ \boxed{ \rm{Hope \: this \: helps }}}[/tex]
Don’t need to send the math or anything just need the answer will give brainliest!!!
Answer:
The answer is D, Katie paid $40 for 4 hours
Step-by-step explanation:
If Rita pays $35 for 3 hours and Luna pays $45 for 5 hours
Just do 35 + 5 = 40
You get 40, so,
Katie paid $40 for 4 hours
Oh, i legit didnt see that "Dont need to send the math"
my bad, srry.
If a ball is thrown straight up with an initial velocity of 29.4 m/s, the
equation for the height "h" is given by h = -4.9t2 + 29.4t. When does the
ball return to the ground?
Answer:
6 sec
Step-by-step explanation:
when ball return to the ground, h is 0
0=at^2 +bt
0 = -4.9t^2+29.4t
factor: -4.9 times -6 is 29.4
0 = -4.9t(t-6)
set each equation to 0
-4.9t = 0 or t-6=0
t = 0 or t= 6
it's 6 seconds
Answer:
after 6 seconds in the air
Step-by-step explanation:
setting 'h' equal to zero will yield when the ball returns to the ground
you can factor out -4.9t to get:
-4.9t(t - 6) = 0
t = 0 (prior to ball being thrown)
t = 6 (this means, after 6 seconds, the height of the ball is back to zero)
Anyone know this ? Math
Answer:
line r or MB
Step-by-step explanation:
Answer:
only line r
Step-by-step explanation:
the question is what is perpendicular to (has an angle of 90 degrees with) AM.
line r is.
line s has no right angle with AM (even the extended line beyond these points).
MB is parallel to AM. in fact it is on the same line. so, they have 0 degrees and not 90.
JK is just a part of line s, and the same as for line s applies.
Bailey writes the expression g2 + 14g + 40 to represent the area of a planned school garden in square feet. What factors can be used to find the dimensions of her garden?
(g−4)(g−10)
(g+4)(g+10)
(g+4)(g−10)
(g−4)(g+10)
Answer:
c
Step-by-step explanation:
Answer:
it's B (g+4)(g+10)
Step-by-step explanation:
you don't have to subtract when finding the dimensions
Answer the question in the picture
9514 1404 393
Answer:
D. 3.70 and 3.75
Step-by-step explanation:
Your calculator tells you that √14 ≈ 3.742.
The upper ends of the ranges of choices A, B, and C are all below this value, so the only interval that is applicable is choice D:
√14 lies between 3.70 and 3.75
in the figure below, mMNO=83*. Find mMLO
Answer:
166degrees
Step-by-step explanation:
Using the theorem which states that the angle at the vertex is twice the angle at the intercepted arc
Angle at the vertex <MNO = 83degrees
Angle at the arc = m<MLO
According to the theorem
83 = 1/2(m<MLO)
m<MLO = 83 * 2
m<MLO = 166degrees
Hence the measure of angle MLO is 166degrees
A ramp 16 ft long rises to a platform that is 12 ft off the ground. Find x, the angle of elevation of the ramp. Round your answer to the nearest tenth of a degree.
PLZ HELP ASAP !!!!!!
On a piece of paper, graph this system of equations. y=x-2. y= x2 - 6x + 8
Then determine which answer choice matches the graph you drew and identify the solutions to the system.
A. Solutions: (2,0) and (5, 3)
B. Solutions: (2,0) and (4,2)
C.Solutions: (-2,0) and (2,0)
D.Solutions: (2,0) and (3,-1)
The correct answer for the equation is: solutions (2,0) and (5,3).
According to the question, the expression can be simplified by substituting the values in the expression:
Therefore the required expression can be written as:
(x = 2; y = 0) and (x = 5; y = 3)
[tex]y = x-2 = 2-2 =0[/tex]
[tex]y = x-2 = 5-2 =3[/tex]
Both the solutions satisfied the given expression.
(x = 2; y = 0) and (x = 5; y = 3)
[tex]y=x^{2} -6x+ 8 = 4 -12+8=0[/tex]
[tex]y=x^{2} -6x+ 8 = 25 -30+8=3[/tex]
Both the solutions satisfied the given expression.
Hence, the correct answer for the equation is: solutions (2,0) and (5,3).
What is simplification?
The word simplification is the procedure in which complicated expression can be written in a simpler form to make the calculation easy. This method is used to calculated the answers for the unknown quantity.
To learn more about the simplification from the given link:
brainly.com/question/432678
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Pls help. It’s quite late <3
Answer:
a) 120
Step-by-step explanation:
B is twice the size of A
Someone help me on this Problem !!
Answer:
[tex] \frac{1}{2} [/tex]Negative1 divided by 1 = 12 divided by 4 = 2#Correct me if I'm wrong#Hope it's Help(FIRST CORRECT FOR BRAINIEST) Solve for x
Answer:
x = 12
Step-by-step explanation:
Angles in a triangle add up to equal 180 degrees
Hence, 10x - 11 + 3x - 2 + 3x + 1 = 180
( note that we just created an equation that we can use to solve for x )
we now solve for x using the equation we created
10x - 11 + 3x - 2 + 3x + 1 = 180
step 1 combine like terms
10 + 3x + 3x = 16x
- 11 - 2 + 1 = -12
we now have 180 = 16x - 12
step 2 add 12 to each side
- 12 + 12 cancels out
180 + 12 = 192
we now have 192 = 16x
step 3 divide each side by 16
16x / 16 = x
192 / 16 = 12
we're left with x = 12
Answer:
x=12
the seniot math wiz already explained it correctly
Let a and b be real numbers where a 0. Which of the following functions could represent the graph below?
f(x) = x(x – a)3(x – b)3
f(x) = (x – a)2(x – b)4
f(x) = x(x – a)6(x – b)2
f(x) = (x – a)5(x – b)
Answer:
D
Step-by-step explanation:
D on edg
In the figure below, o || k. Find the values of x and z.
Х
(sz – 27)
?
78°
Ix
z = 0
Explanation
Check
Answer:
x = 102
z = 21
Step-by-step explanation:
x and 78 are same side alternate exterior angles, so they are supplementary.
x + 78 = 180
x = 102
5z - 27 and x are a linear pair, so they are supplementary.
5z - 27 + x = 180
5z - 27 + 102 = 180
5z = 105
z = 21
What does b mean????
b+12< 44
Answer:
b < 32
Step-by-step explanation:
b + 12 < 44
b - 12 -12
b < 32
so b can be any number less than 32
2x to the power of -2
the answer is apparently 2 over x squared
explain this
Answer:
See Below
Step-by-step explanation:
When you have a negative exponent, you divide by the exponent hence the flipping. Here is an example to make it easier to explain. Below are some power of ten:
[tex]10^3=1000\\10^2=100\\10^1=10\\10^0 =1\\10^{-1}=\frac{1}{10} =\frac{1}{10^1} \\10^{-2}=\frac{1}{100} =\frac{1}{10^2}[/tex]
When you go from an exponent to the one below it, you divide by the base. For example, to go from [tex]10^3[/tex] to [tex]10^2[/tex], you divide by ten. This is the same principle used to find the values of negative exponents. [tex]10^0[/tex] is [tex]10^1[/tex] divided by 10, so [tex]10^{-1}[/tex] should be [tex]10^0[/tex] divided by ten. [tex]10^0[/tex] is 1, making the value of [tex]10^{-1}[/tex] as [tex]\frac{1}{10}[/tex]. When you divide by ten, you multiply by [tex]\frac{1}{10}[/tex], this effect makes the exponent stack on the bottom and correspond to the magnitude of the power.
For this specific example, we can write:
[tex]2x^{-2}[/tex]
We are raising x to the power of negative 2, so we can say it is the same as [tex]\frac{1}{x^2}[/tex]. We are also multiplying by 2, so that's how we get [tex]\frac{2}{x^2}[/tex]
If you need more of a visual, here are the powers of x:
[tex]x^2\\x^1=\frac{x^2}{x} \\x^0=\frac{x^1}{x}=1 \\x^{-1}=\frac{1}{x} \\x^{-2}=\frac{x^{-1}}{x}=\frac{1}{x*x}=\frac{1}{x^2}[/tex]
And we just multiply 2 times the value of [tex]x^{-2}[/tex].
Hope this helps.