A parking lot has spaces for 6 rows of cars with 20 cars in each row. There are only 15 empty spaces. How many cars are in the parking lot?

The measure of both complementary angle are 30 and 60 degrees.

When the sum of two angles is equal to 90 degrees, they are called complementary angles.

In other words complimentary angles are angles that sum up to 90 degrees.

Therefore, the first angle is 30 degrees greater than the measure of the second angle.

Hence,

let

x = measure of the second angle

first angle = x + 30

Therefore,

x + x + 30 = 90

2x + 30 = 90

subtract 30 from both sides of the equation

2x + 30 = 90

2x + 30 - 30 = 90 - 30

2x = 60

divide both sides by 2

x = 60 / 2

x = 30

Therefore, the measure of both complementary angle are 30 and 60 degrees.

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Answer:

7040 yards is that

Step-by-step explanation:

I don't know

Answer:

Step-by-step explanation:

5 miles=8800 yards

1 mile=8800÷5=1760 yards

4 miles=1760×4=7040 yards

The equation of the transformed function is g(x) = (x - 2)² - 3 or g(x) = x² - 4x + 1.

Consider this straightforward illustration: The parent function, denoted by the red curve, is f(x) = x².

Blue is used to color the graph of the converted function g(x). Finding the equation for the function g is our objective.

Now,

Reflection of f across the x-axis: this gives us the function of the graph as:

f₁( x ) = x²

Translation of f₁ by 2 units to the right across the x-axis: this gives us the second transformed function.

f₂( x ) = ( x − 2 )²

Translation of f₂ by 3 units up across the negative y-axis: this gives us the transformed function.

g(x) = ( x − 2 )² - 3 = x² - 4x + 4 - 3

g( x ) = x² - 4x + 1

Now, the points on the graph are ( 2, -3) and (0, 1).

Verifying the equation.

For ( 2, - 3),

g(2) = 2² - 4(2) + 1

g(2) = 4 - 8 - 1 = - 4 + 1 = - 3

For point ( 0, 1):

g(0) = 0² - 4(0) + 1

g(0) = 1

Hence the equation of the graph is g(x) = x² - 4x + 1.

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b. Take the square root of both sides

Solution :

Square root: In mathematics, a square root of a number x is a number y such that y2 = x; in other words, a number y whose square (the result of multiplying the number by itself, or y ⋅ y) is x.[1] For example, 4 and −4 are square roots of 16, because 42 = (−4)2 = 16.

n2 = 16

n= +4/-4

b. Take the square root of both sides

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Answer:

Answer:

Mabrey can cut 4 3/16-inch pieces of clay

Step-by-step explanation:

3/4 × 3 = 9/12

3/16 can fit into 9/12 4 times perfectly

9) X value range [-2/5,0] or [2,3]

b since I can't see a or c visablely) x>1

5) -5/3 ≤ x ≤ 2

6) The time interval by which the ball spends more than 1.5m above ground is about 0.263 <x< 1.166 seconds so about 1.397 seconds

9) To find the range of x value, you have to find the interception of these two solutions, and to do that, you have to find each of their solutions

To find the solution to 2x² ≥ 4x, you would first subtract 4x on both sides, resulting in 2x² - 4x ≥ 0. Then, you would factor to common terms, which are x and -2, the new inequality is 2x (x-2) ≥ 0. Then, you divide both 2x and 0 by 2. The new inequality is x (x-2) ≥ 0; you would then make everything ≥ 0. The solution is [- inf, 0] or [2, inf] for 5x² -13x -6 ≤ 0 you are basically doing the same thing for solving x which result in -2/5 ≤ x ≤ 3. With that said you find the interception of those 2 solutions which are [-2/5,0] and [2,3]. The first image should have a picture of the steps and a graph version of the work

b) To find the answer to x - 1/ (x+2) (x+3) > 0 you multiply both sides by (x+2) (x+3) you would then get x - 1 > 0. To islolate x you add 1 on both sides the final answer is x > 1

5) To solve 2x² + 3x + 1 ≤ 11x + 4x - x² you move 11x + 4x - x² on one side and simplify you would get 3x²

-x−10≤0. Then you split the second term into two terms which are 5x and -6x -> 3x² + 5 x - 6x - 10 ≤ 0 then you factor out the common terms in the terms you would then get (3x+5) (x-2) ≤ 0. Then you solve for x you would then get - 5/3 ≤ x ≤ 2. The new graph should show the solutions in graph form.

6) The first step is to create an inequality for the problem in this case it would be 7t - 4.9t > 1.5. At this point you move 1.5 on the left side to make 7t - 4.9t - 1.5 > 0 you would then multiply all terms on both sides by -1 to make -1.5 positive you would then get in standerd form 4.9t² -7t + 1.5 < 0. You would then factor with the quadratic formula after doing so you would get in its simplest form is (x - 1.166) (x - 0.263) < 0 then you would solve for x the time intervals that satisfy the scenario is about 0.263 ≤ x ≤ 1.166 then fine the difference between the solutions and that is about 1.937 seconds. The graph version is in the last picture.

Answer:

2000 is the nearest thousand

Answer:

8.7m to centimeters means tou move the decimal to the right twice making it 8700cm

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Explanation:

Let's find the speed or rate of the car

distance = rate*time

rate = distance/time

rate = (275 miles)/(5 hours)

rate = 55 mph

If the bus traveled this same speed, and did so for 8 hours, then...

distance = rate*time

distance = (55 mph)*(8 hours)

distance = 440 miles

Answer:

3rd option line segment RS

Step-by-step explanation:

....

Answer:

OPTION C: LINE SEGMENT RS

Step-by-step explanation:

[tex]7x + 2 = 30 \\ 7x = 30 - 2 \\ 7x = 28 \\ x = \frac{28}{7} \\ x = 4[/tex]

Answer:

x/4-3/4=16

x-3/4=16

x-3=64

x=64+3

x=67

Answer:

Step-by-step explanation:

bro its soo ezy  A is 4 B is 6 C is 7 D IS 10  a is 30 b is 30 c is 60 d is 0

The pair of angles that is not a pair of congruent angles as shown in the diagram above is: ∠AEB ≅ ∠CDB.

Congruent angles are angles that have equal angle measure or angle measure that are the same. They are often indicated with the same number of marks in triangles.

In the triangles shown in the image, the following are pairs of congruent angles:

Angle ABE is congruent to angle DBC

Angle EAB is congruent to angle CDB

Angle AEB is congruent to angle DCB

Thus, angle AEB is not congruent to angle CDB.

Therefore, from the options given, the pair of angles that is not a pair of congruent angles as shown in the diagram above is: ∠AEB ≅ ∠CDB.

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Using the midpoint formula, the midpoints of the following are:

(4, √2) and (-2, 5√2) --> M(1, 3√2)

(-⅔, ⅘) and (⅓, ½) --> (-1/6, 13/20)

The formula that is used to determine the coordinates of the midpoint of a line segment is called the midpoint formula, and it is expressed as:

M(x, y) = [(x1 + x2)/2, (y1 + y2)/2]

Find the midpoint between (4, √2) and (-2, 5√2):

Let,

(4, √2) = (x1, y1)

(-2, 5√2) = (x2, y2)

Plug in the values

M(x, y) = [(-2 + 4)/2, (5√2 + √2)/2]

M(x, y) = [2/2, (6√2)/2]

M(x, y) = (1, 3√2)

M(1, 3√2)

Find the midpoint between (-⅔, ⅘) and (⅓, ½):

Let:

(-⅔, ⅘) = (x1, y1)

(⅓, ½) = (x2, y2)

Plug in the values

M(x, y) = [(-⅔ + ⅓)/2, (⅘ + ½)/2]

M(x, y) = [(-⅓)/2, (13/10)/2]

M(x, y) = [(-⅓ × ½), (13/10 × ½)]

M(x, y) = (-1/6, 13/20)

In summary, using the midpoint formula, the midpoints of the following are:

(4, √2) and (-2, 5√2) --> M(1, 3√2)

(-⅔, ⅘) and (⅓, ½) --> (-1/6, 13/20)

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At 5 a.m., the Early Bird departed Wormville, maintaining a constant speed of 75 miles per hour collision at 9:30am and from Sweet Town they have to send the rescue vehicles.

Given that,

At 6:00 a.m., the Orange Blossom Special departed Sweet Town at a continuous 65 miles per hour.

At 5 a.m., the Early Bird departed Wormville, maintaining a constant speed of 75 miles per hour.

There are 551 miles between Wormville and Sweet Town.

We have to find the exact time that the collision will occur

Let Sweet town =ST and Wormville =W.

W⇒5am⇒75 mph

ST⇒6am⇒65 mph

W⇒6am⇒75 mph

ST⇒7am⇒65 mph

W⇒7am⇒75+75=150 mph

ST⇒8am⇒65+65=130 mph

W⇒8am⇒150+75=225 mph

ST⇒9am⇒130+65=195 mph

W⇒9am⇒225+75=300 mph

The Add both ST and W at 9am is 300+195=495 miles

We have 551 miles between Wormville and Sweet Town.

551-495=56 miles

The trains are 56 apart.

Therefore, at 9:25 am the train get collision.

From Sweet Town they have to send the rescue vehicles.

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The Orange Blossom Special train left Sweet Town at a constant 65 miles per hour at 6:00 a.m. The Early Bird left Wormville at five in the morning, keeping a continuous speed of 75 miles per hour. When a collision occurred at 9:30 am, they had to send the rescue vehicles from Sweet Town.

(a) The exact time that the collision will occur 9:30am

(b) The town should they send the rescue vehicles are Sweet Town.

The Orange Blossom Special left Sweet Town at a constant 65 miles per hour at 6:00 a.m.

The Early Bird left Wormville at five in the morning, travelling at a continuous pace of 75 mph.

Between Sweet Town to Wormville, there are 551 miles.

The precise moment of the collision must be determined.

Let Wormville be W and Sweet Town be ST.

W (Wormville)  ⇒ 5am ⇒75 mph

ST (Sweet Town) ⇒6am ⇒65 mph

W (Wormville) ⇒6am ⇒75 mph

ST  (Sweet Town) ⇒7am ⇒65 mph

W (Wormville) ⇒7am ⇒75+75 = 150 mph

ST  (Sweet Town) ⇒8am ⇒65+65 = 130 mph

W (Wormville) ⇒8am ⇒150+75 = 225 mph

ST  (Sweet Town) ⇒9am ⇒130+65 = 195 mph

W (Wormville) ⇒9am ⇒225+75 =300 mph

At 9:00 a.m., the addition of ST and W is 300+195 miles.

Between Wormville to Sweet Town, there are 551 miles.

551 - 495 = 56 miles

The trains are 56 apart.

Therefore, a train crash occurs at 9:25 am.

They must send the rescue vehicles from Sweet Town.

The trains at 6:00 a.m., the Orange Blossom Special departed Sweet Town at a continuous 65 miles per hour. At 5 a.m., the Early Bird departed Wormville, maintaining a constant speed of 75 miles per hour collision at 9:30am and from Sweet Town they have to send the rescue vehicles.

So,

(a) The exact time that the collision will occur 9:30am

(b) The town should they send the rescue vehicles are Sweet Town

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10in wide x 12in long

10/12ft x 1

?ft wide x 60ft long

10/12*60=50

1*60=60

50ft by 60ft real size

3000 square feet

The statement "When the sample means lies relatively far away from µ0 in a hypothesis test, the decision should be to reject the null hypothesis." is false

This is further explained below.

Generally, When the p-value is lower than or equal to your significance threshold, you should conclude that the null hypothesis is incorrect.

Your findings from the sample provide support to the alternative hypothesis, which indicates that the effect may be present in the population as a whole.

Remember, as a mnemonic device, that when the p-value is low, the null hypothesis must be discarded!

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[tex]\: u_{1} - u_{0}= u_{2} - u_{1} \\ - 514 + 514 = - 514 + 514 \\ 0 = 0 \\ true \: so \: u_{n} \: arithmetic \: \: (d = 0)[/tex]

[tex] \frac{u_{1}}{u_{0}} = \frac{u_{2}}{u_{1}} \\ \frac{ - 514}{ - 514} = \frac{ - 514}{ - 514} \\ 1 = 1 \\ true \: so \: u_{n} \: geometric \: (r =1 )[/tex]

[tex]conclusion = \\ u_{n} \: is \: both \: arithmetic \: and \: geometric[/tex]

The equivalent expression of x^4y^2 − 3x^3y^3 when rewritten using common factors is x^3y^2(x − 3y)

Expressions are mathematical statements that are represented by variables, coefficients and operators

The expression is given as

x4y2 − 3x3y3

Rewrite the above expression properly

So, we have

x^4y^2 − 3x^3y^3

Factor out x^3 from the expression

So, we have

x^4y^2 − 3x^3y^3 = x^3(xy^2 − 3y^3 )

Factor out y^2 from the expression

So, we have

x^4y^2 − 3x^3y^3 = x^3y^2(x − 3y)

Hence, the equivalent expression of x^4y^2 − 3x^3y^3 when rewritten using common factors is x^3y^2(x − 3y)

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Answer:

60 / (15+x)

Step-by-step explanation:

First, we would start off with (15+x).  It is in parenthesis because we need to do that foremost.  

Second, we divide by 60.  

60/(15+x)

Answer:C.)8+28-10-35

The probability of of the order spelling MATH is 1/24.

Probability is the chance of happening something or the occurrence of something . We can also define the probability as the chance of occurring or the chance of selecting something from the total set of value. It is always ranges from 0 to 1 where 0 is minimum value and 1 is maximum value of probability.

Formula for probability is :

[tex]prabability(event) = \frac{Favourable \ outcomes}{Total \ outcomes}[/tex]

where, the total outcomes is the sample space of our given data or we can say the total number of values in the sample space.

In the question given,

The sample space is the different ways of arranging the letter which is equals to 4 factorial.

=> Sample space = 4! = 24

and the Favorable outcome is the word "MATH".

Thus, The probability is 1/24,  because out of 24 of them only one can spell math.

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The solved inequality for r is r ≥ −21.75. Therefore, option C is the correct answer.

Given that, r/(-2.5) ≤ 8.7.

We need to solve the inequality for r.

Inequalities are mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

Now, the given inequality can be solved as follows:

Here, multiply -2.5 on both sides of the inequality.

That is, r/(-2.5) × -2.5 ≤ 8.7 (-2.5)

⇒ r ≥ −21.75 (Inequality gets reversed when multiplied by negative integers)

The solved inequality for r is r ≥ −21.75. Therefore, option C is the correct answer.

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Answer:

  11. {7, 8}

  12. {8, 9}

  13. {8, 9}

  14. {4, 5}

Step-by-step explanation:

You want consecutive integers that bracket each of the given irrational roots.

A square root of an integer will be rational only if the integer is a perfect square. The first few perfect squares are ...

You know these because you know your multiplication tables.

The square root of a number between these perfect squares will lie between the roots of the squares.

50 lies between the squares 49 = 7² and 64 = 8². That means √50 lies between 7 and 8.

Your calculator tells you that √50 ≈ 7.0710678, which is a number that lies between the integers 7 and 8.

72 lies between the squares 64 = 8² and 81 = 9². That means √72 lies between 8 and 9.

65 lies between the squares 64 = 8² and 91 = 9². That means √65 lies between 8 and 9.

23 lies between the squares 16 = 4² and 25 = 5². That means √23 lies between 4 and 5.

__

Additional comment

The purpose of questions like this appears to be to have you make use of your knowledge of integer perfect squares to guess an approximation of a square root.

A calculator can answer these questions immediately. Of course the two consecutive integers are the integer part of the root, and the next higher integer.

The question is not well-posed. The answer to "integers each value is between" could be 1 < √50 < 50. For integers greater than 1, the square root is always smaller than the integer being rooted. We've seen questions like this enough times that we can guess the intention is for you to identify consecutive integers.

Extra credit

Knowing the integer part of the root and the difference between the number and its next lower perfect square, you can approximate the root as follows:

For integer n = a² +b, the root √n lies between a +b/(2a+1) and a +b/(2a).

For example, 65 = 8²+1, so √65 lies between 8 1/17 and 8 1/16.

The scientific notation 8.3E negative 6 written in standard form is 8.3 × 10 ^ -6

The standard form of a number is the number raised to an exponent or power which could be a variable or also a number.

It is also known as the index form of a number.

Given the scientific notation as;

8.3E negative 6

It is important to note that 'E' denotes the exponential value and is written as 10^x

Negative six = -6

Substitute into the notation;

8.3 × 10 ^ -6

Thus, the scientific notation 8.3E negative 6 written in standard form is 8.3 × 10 ^ -6

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Answer: False

Step-by-step explanation:

took the test

Answer: 8.717 x 10^8

Step-by-step explanation:

Answer: 8.717 × 10^{8}

Step-by-step explanation:

hope this helps <3

Answer: 1/2

Step-by-step explanation:

1/2 is 2/4 which is smaller than 3/4