The speed of the moving body that is being referred to here is 80 kilometer per hour.
The given problem is a straightforward one based on the idea of the universal law of motion. According to the universal law of motion, any uniformly traveling body's distance traveled is determined by the product of its speed and the time elapsed. Distance is calculated as speed * time. Therefore the body is going at a speed of 80 kilometers per hour, according to the same relation as above, assuming that it is moving at a constant speed.
[tex]Distance = speed * time[/tex]
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The difference of the square of a number and 54 is equal to 3 times that number. Find
the negative solution.
The negative solution to the question is -6
What is word problem?
A word problem is a mathematical exercise which is in the form of a hypothetical question that needs mathematical analysis and equations to be solved.
The question can be interpreted as;
x^2 - 54 = 3x
x^2 - 54 - 3x = 0
x^2 - 3x - 54 = 0
Finding the common factors
x^2 - 9x + 6x -54 = 0
Factoring out the common factors
x(x-9) +6(x-9) = 0
(x+6)(x-9) = 0
Hence,
x + 6 = 0
x = -6
Hence, -6 is the negative solution to the question
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solvable problems for which no polynomially bounded algorithms exist are called ____.
Solvable problems for which no polynomially bounded algorithms exist are called NP-hard problems.
In computer science, the class of problems known as NP (nondeterministic polynomial time) consists of decision problems that can be verified in polynomial time, meaning that the time it takes to verify a solution to the problem grows at most polynomially with the size of the input. NP-hard problems are a subset of NP that are at least as hard as the hardest problems in NP.
An algorithm for an NP-hard problem is considered polynomially bounded if the time it takes to solve the problem grows at most as a polynomial function of the size of the input. This means that for large inputs, the running time of the algorithm does not increase too quickly. NP-hard problems are of particular interest because, although they may not have a polynomial time solution, they can be used to model many real-world problems and can provide insights into the complexity of computational problems.
Examples of NP-hard problems include the traveling salesman problem, the subset sum problem, and the knapsack problem. These problems have been shown to be NP-hard through a process called reduction, in which a problem can be transformed into another problem that is known to be NP-hard. By showing that the original problem can be reduced to an NP-hard problem, it can be concluded that the original problem is also NP-hard.
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9/14 plus 11/21 fully reduced
1 and 1/6
u have to find the LCM and multiply that by the numerator and then add them together, u would then get 7/6 and that simplified is 1 and 1/6
A radio which a dealer bought for $600.00 and marked to give a profit of 30% was reduced in sales by 10%. Find the sales price and the percentage profit.
well, the radio was marked up by 30%, so the marked up price is 600 plus 30% of that
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{30\% of 600}}{\left( \cfrac{30}{100} \right)600}\implies 180~\hfill \stackrel{\textit{marked up price}}{780}[/tex]
but he had a sale going on, so it reduced it by 10%
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{10\% of 780}}{\left( \cfrac{10}{100} \right)780}\implies 78~\hfill \underset{\textit{sales price}}{\stackrel{\textit{reduced price}}{702}}[/tex]
so, what's the profit?
well, hell he bought it for 600 bucks, and sold it for 702 bucks, so that's a profit of 102 bucks, if we take 600(origin amount) to be the 100%, what's 102 off of it in percentage anyway?
[tex]\begin{array}{ccll} amount&\%\\ \cline{1-2} 600 & 100\\ 102& p \end{array} \implies \cfrac{600}{102}~~=~~\cfrac{100}{p} \\\\\\ \cfrac{ 100 }{ 17 } ~~=~~ \cfrac{ 100 }{ p }\implies 100p=1700\implies p=\cfrac{1700}{100}\implies \stackrel{\textit{17\% in profit}}{p=17}[/tex]
How long is the horizontal distance from the left end of the cable to the right side of the cable?
A. 15m
B. 25m
C. 50
Answer:
50
Step-by-step explanation:
If u look below the second point, it shows 50.
Therefore, the answer is 50
Cheers
What’s correct simplified version of -1/3(9x-18)+8x
if an object travels at 5 ft/second, how many feet does it travel in 1 hour? question 10 options: 30 feet 720 feet 18,000 feet 300 feet 1800 feet
Using the speed calculation formula, we can conclude that the object travels 18000 feet.
in speed calculation, there's a relation between speed, distance, and time. Speed is the distance traveled in a certain unit of time. Speed can be calculated by dividing the distance by time:
Speed = distance / time
From the problem we can obtain some information:
speed = 5 feet/second
time = 1 hour
To calculate the distance, we can do as follows:
distance = speed * time
= 5 feet/second * 1 hour
To finish this operation, we must change the unit of time so that align with the unit of speed.
1 hour = 3600 seconds
Then we go back to the distance calculation:
distance = 5 feet/second * 1 hour
= 5 feet/second * 3600 seconds
= 18000 feet
Thus the object travels 18000 feet.
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Evaluate the limit, or state that the limit does not exist.
6n² - 2n
2
32² +8
limit as n approaches infinity = ∞
[tex]\lim_{n \to \infty\}[/tex]6n² - 2n/n² +8
How to evaluate the limit in equation? To evaluate a limit in an equation, the first step is to identify the equation and the limit to be evaluated. Next, determine if the limit is an indeterminate form, and if so, use the appropriate algebraic manipulation technique to transform the equation into one where the limit can be determined. If the limit is not an indeterminate form, then use the limit definition to evaluate the expression.If the limit is an indeterminate form, the most common technique is called L'Hôpital's Rule. This technique involves taking the derivatives of both sides of the equation and evaluating the limit again. If the limit still cannot be determined, then the equation must be further manipulated to identify the limit.If the limit can be determined, then substitute the limit into the equation and solve for the result. If the limit cannot be determined, then the limit is indeterminate and the equation is not solvable.In summary, to evaluate a limit in an equation, identify the equation and the limit to be evaluated, determine if the limit is an indeterminate form, and if so, use the appropriate algebraic manipulation technique to transform the equation into one where the limit can be determined. Finally, substitute the limit into the equation and solve for the result.To learn more limit in equation refer to:
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You pick a random card 2 3 4 5 what is p (not 4 )
The probability that the picked card is not 4 is 3/4.
What is Probability?Probability is simply the possibility of getting an event. Or in other words, we are predicting the chance of getting an event.
The value of probability will be always in the range from 0 to 1.
Probability is calculated by dividing the number of desirable outcomes by the total number of outcomes.
Here, there are 4 cards 2, 3, 4 and 5.
Total number of cards = 4
Number of cards that has 4 = 1
Probability (4) = 1/4
Probability (not 4) = 1 - Probability (4)
Probability (4) = 1 - 1/4 = 3/4
Hence there is a probability of 3/4 where the picked card is not 4.
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What are 3 acute angles?
The 3 acute angles are the angles that all measure less than 90°.
An acute angle is described as an angle that measures less than 90 degrees i.e. measures between 0° to 90°. Some examples are 60°, 30°, 45 degrees, etc. A triangle constructed by all the interior angles measuring less than 90° is called an acute triangle. For example, an equilateral triangle is an acute triangle because the interior angles measure 60°.
Some more examples of acute angle degrees are 63°, 31°, 44°, 68°, 83°, and 85°. Hence, the acute angle lies within the ranges from 0° to less than 90°.
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Diego and other farmers harvested tomatoes for barangay's gulayan day. They were able to fill 56. 5 kaings each weighing 18. 75 kilograms
1. About how many kilograms of tomatoes were harvested for the gulayan day?
2. If they would sell the tomatoes for 24. 25 a kilo,
a. By how much would they get for one kaing?
b. By how much would they get for all the tomatoes?
3. A businessman bought all the tomatoes, but will was given 1. 5 kilograms free for each kaing. About how much would he pay?
(1) 1059.375 kg
Each kaings weight is 18.75 kilograms 18.75 kg each for the 56.5 kaings.
56.5 x 18.75 =1059.375 kg
Diego and other farmers harvested tomatoes for barangay's gulayan day.
(2) (a) ₹454.69
Each kaings weight is 18.75 kilograms tomatoes sell on ₹24.25 a kilograms
18.75 ×24.25 = 454.60 rupees
(2) (b) ₹25689.84
Each kaings weight is 18.75 kilograms
All kaings is 56.5 Total tomatoes weight is 1059.375 kg tomatoes sell on ₹24.25 a kilograms 24.25 × 1059.375 = 25689.84 rupees
(3) 18247.22 kg
Each kaings weight is 18.75 kilograms All kaings is 56.5 1.5 kilograms free for each kaing 18.75 – 1.5 = 17.25 kg 17.25 × 56.5 = 18247.22 kg.
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HELP!! NEED THIS ASAP!!!!
There are 3 tables for every 12 chairs in the lunchroom. How many chairs are in the lunchroom if there are 15 tables?
A- 18
B- 27
C- 30
D- 60
Answer:
D
Step-by-step explanation:
solve each system by elimination.
x+y=5
x-y=-3
Answer: x=1, y=4
Step-by-step explanation:
First, add these equations to eliminate y
x+y=5
x-y=-3
2x=2
Then solve 2x=2 for x
2x/2=2/2
x=1
Now we plug the x back to solve for y.
x+y=5
1+y=5
-1 -1
y=4
Which of the following is the slope of a line given the equation 3x y 6?Find the slope of line given the equation1. 3x-y=6
The slope of the line given by the equation 3x-y=6 is -3.
The slope of a line can be calculated by using the formula m = (y2 - y1) / (x2 - x1). In this formula, m represents the slope of the line, y represents the y-coordinate of the two points, and x represents the x-coordinate of the two points.
For the equation 3x-y=6, we can substitute the two points (0,6) and (2,0). This means that for the formula, y1 = 6, y2 = 0, x1 = 0, and x2 = 2. Substituting these values into the formula, we get m = (0 - 6) / (2 - 0), which simplifies to m = -6 / 2, or m = -3. Therefore, the slope of the line given by the equation 3x-y=6 is -3.
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In one particular month, a person has a balance of $3,290 on their credit card for 9 days. They then
make a purchase and carry a balance of $ 4,490 for the next 11 days. Then this person makes a
payment and carries a balance of $2,030 for the remaining 11 days in the month.
What is their average daily balance rounded to the nearest cent? $
Their average daily balance rounded to the nearest cent is 319.42.
What is their average daily balance?The average daily balance is calculated by adding up the balances for each day of the billing cycle and dividing the result by the total number of days in the period. The customer's financing fee is then calculated by multiplying the balance by the monthly interest rate, which is determined by dividing the cardholder's APR by 12.
A person has a balance of $3,290 on their credit card for 9 days.
3290 / 9 = 365.55
They then make a purchase and carry a balance of $ 4,490 for the next 11 days.
4,490/11 = 408.18
Then this person makes a payment and carries a balance of $2,030 for the remaining 11 days in the month.
2030/11 = 184.54.
Their average daily balance rounded to the nearest cent is
365.55 + 408.18 + 184.54 / 3 = 319.42.
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Could I get some help please?
Please add an explanation if possible.
Answer:
[tex] \mathsf{P = 45,230 {(1 + 0.02)}^{t} }[/tex]
Step-by-step explanation:
Since P is growing every year at the rate of 2%.
It's an case similar finding of compounds interest.
that why we are using the formula of compounds interest in this situation.
Does the table represent a linear or exponential function? Explain.
X- 0,1,2,3
Y- -2,-6,-18,-54
The table represents an exponential function. This is seen as the Y values are multiplied by three for every one X value. A linear function would be adding or subtracting, instead.
Please do step by step please hurry quickly
m∠ABC=(8x−48)°, m∠ABD=44°
The value of x given that m∠ABC=(8x−48)° and m∠ABD=44° is 23°.
How to calculate the value of x?From the information, it should be noted that we are informed that m∠ABC=(8x−48)° and m∠ABD=44° depicts the angle in a straight line. It's important to note that the value of the angle on a straight line is 180°.
In this case, we are going to add the angles that are given and then equate them to 180°. This will be:
8x - 48 + 44 = 180
8x - 4 = 180
8x = 184
Divide
x = 184 / 8
x = 23°
The value of x is 23°.
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Complete question
If m∠ABC=(8x−48)° and m∠ABD=44° depicts the angle in astraight line. Find the value of x.
8. ACE is an isosceles Triangle.
a 180
b
C
125
KA
E
A
a. What is the measure of DB
b. What is the measure of the vertex angle?
C. What is the measure of an acute base angle of the trapezoid ABDE?
Required measures of the vertex angle ACE in the given isosceles trapezoid ABDE formed as a part of an isosceles triangle ACE is equal to 70°.
As given in the question,
In the isosceles triangle ACE,
Diagram is attached.
AC ≅CE
And isosceles trapezoid ABDE is a part of isosceles triangle ACE.
A-B-C and E - D- C
AB ≅ ED
BC ≅ DC
⇒∠DBC ≅ ∠BDC ( opposite angles to the equal sides )
It is a trapezoid one pair of side is parallel to each other,
⇒ BD || AE
Measure of ∠ABD = 125°
⇒∠ABD + ∠DBC = 180°
⇒∠DBC = 55°
⇒∠BDC = 55°
In ΔBDC,
∠BDC + ∠DBC + ∠DCB = 180°
⇒∠DCB = 70°
⇒∠ACE = 70° ( A-B -C , E- D - C )
Therefore, the measure of the vertex angle ACE in the given isosceles triangle with given conditions is equal to 70° .
The above question is incomplete, the complete question is:
The isosceles trapezoid ABDE is part of an isosceles triangle ACE. Find the measure of the vertex angle of ACE with given measure of angle ABD = 125°.
Diagram is attached.
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Please show work.
. question
The thickness of each card is 0.038 centimetres.
How to find the thickness of one card?The stack of 50 cards is 1.9 centimetres thick. A ll the card in the stack have the same thickness. The thickness of one of the cards can be calculated as follows:
Therefore, each of the thickness of the cards are the same.
Hence,
thickness of each card = thickness of the whole stack / number of cards
Hence,
thickness of the whole stack = 1.9 cm
number of cards = 50
Therefore,
thickness of each card = 1.9 / 50
thickness of each card = 0.038 cm
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Solve the following compound inequality. Give your answer in simplified interval
notation.
7x + 20 < - 15 and x + 7 > 0
The interval notation for 7x + 20 < - 15 and x + 7 > 0 is (-∞,∞).
What is interval notation?
By using the numbers that bound them, interval notation can be used to express continuous sets of real numbers. Written intervals resemble ordered pairs to some extent. But they don't necessarily signify a certain idea. In contrast, they are intended to serve as a concise manner to express an inequality or set of inequalities.
In order to find the interval notation, we need to solve the inequalities.
So, we are given
⇒7x + 20 < - 15
⇒7x + 20 - 20 < -15 - 20 (Subtracting 20 on both sides)
⇒7x < -35
⇒7x/7 < -35/7 (Dividing by 7 on both sides)
⇒x < -5
The interval notation is (-∞,-5).
Next we have,
⇒ x + 7 > 0
⇒ x + 7 - 7 > 0 - 7 (Subtracting 7 on both sides)
⇒ x > -7
The interval notation is (-7,∞).
Hence, the interval notation for 7x + 20 < - 15 and x + 7 > 0 is (-∞,∞).
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For the given equation, find the values of a, b, and c, determine the direction in which the parabola opens, and determine the y-intercept. Decide which table best illustrates these values for the equation: f (x) = 9 x squared + 5 x + 3.
For given equation f(x)=9x² + 5x + 3, a = 9, b = 5 and c = 3
Also, the parabola opens upwards
We know that the standard form of quadratic function is f(x) = ax² + bx + c, where, a, b, c are real numbers with a ≠ 0
We have been given a quadratic equation f(x)=9x² + 5x + 3
Comparing above equation with the standard quadratic equation f(x) = ax² + bx + c, we get a = 9, b = 5 and c = 3
We know that the graph of quadratic equation is a parabola.
So, f(x)=9x² + 5x + 3 represents a parabola.
To determine whether the parabola opens up or down, we need to consider the coefficient 'a'.
if the leading coefficient 'a' is greater than zero, the parabola opens upward, and if the leading coefficient < 0, the parabola opens downward.
Here, a = 9 whch is greater than 0
So, the parabola f(x)=9x² + 5x + 3 open upward.
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14. What is an equation of the line that passes through
the point (8,3) and is perpendicular to the line 4x +
2y = 10?
Answer:
y = 1/2x - 1
Step-by-step explanation:
we can solve by first finding the 'slope'
we can solve the equation for 'y' to get:
2y = -4x + 10
y = -2x + 5
the coefficient of the x-value, -2, represents the slope
but the slope of a line perpendicular to another is the inverse reciprocal so we must use 1/2 for the slope
now we can input '8' for 'x' and '3' for 'y' and '1/2' for 'm' into the
formula y = mx + b
3 = 1/2(8) + b
3 = 4 + b
-1 = b
'b' is the point at which our line intersects the y-axis
answer: y = 1/2x - 1
At the beginning of the day the stock market 60 1/2 points and stays at this level for most of the day. At the end of the day the stock market goes up 90 3/4 points from the at the beginning of the day. What is the total change in the stock market from the beginning of the day to the end of the day?
The total change in the stock market from the beginning of the day to the end of the day is 30 1/4 points.
In most cases, the product of a monomial and a binomial is a ___.
In most cases the product of a monomial and binomial is a binomial.
A monomial has one term, a binomial has two, a trinomial has three, and a polynomial contains one or more terms.
A monomial is a single-term algebraic expression that can also include several variables and a higher degree.
The algebraic statement with only two terms is known as a binomial expression. It is a polynomial with two terms. It is also known as the sum or difference of two or more monomials. It is the most basic form of a polynomial.
A binomial is always the product of a monomial and a binomial. For instance, multiply 5x by the binomial (5x+4). Then we have. 5x(5x+4)=25x2+20x. (By using distributive law)
A trinomial is the product of two binomials.
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Create an equivalent expression for 1.5 cubed over 1.6 raised to the fourth power all raised to the power of negative seven.
The equivalent expression for 1.5 cubed over 1.3 raised to the fourth power all raised to the power of negative seven is ((1.5³/1.6⁴)⁻7
Exponent and expressionsGiven the following statement
1.5 cubed over 1.6raised to the fourth power all raised to the power of negative seven
1.5 cubed over 1.6 is expressed as 1.5³/1.6
If the expression is all raised to the fourth power, hence;
(1.5³/1.6)⁴
If the final expression is raised to the power of negative seven then we have;
((1.5³/1.6)⁴)⁻7
The equivalent expression for 1.5 cubed over 1.6 raised to the fourth power all raised to the power of negative seven is ((1.5³/1.6)⁴)⁻7
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Emma paid $32 for a purse. If this amount included the 20% off coupon she got by email, what was the original price for the purse?
PLEASE ANSWER QUICK I WILL GIVE YOU BRAINLIEST.
Answer: 160
Step-by-step explanation:
32/w = 20/100 = 32 x 100/20xw = 3200 divided by 20 = 160
1/4+ 5/8 = i need help pls
Cannoli explain this to me
What are two main properties of similar triangles?
Similar triangles are two triangles that have the same shape but not necessarily the same size.
1. The corresponding angles are equal.
2. The corresponding sides are in proportion.
Similar triangles are two triangles that have the same shape but not necessarily the same size. They can be congruent, meaning they have the same size and shape, or they can be similar without being congruent. Two main properties of similar triangles are:
1. The corresponding angles are equal. This means that the angles of one triangle are congruent (or equal) to the angles of the other triangle.
2. The corresponding sides are in proportion. This means that the sides of one triangle are proportional to the sides of the other triangle. For example, if one side of a triangle is twice as long as another side, then the corresponding sides of the other triangle will also be twice as long.
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HELP PLEASEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE
Answer:
See the attached histogram.
Step-by-step explanation: