The buying and selling rate of U. S. Doller ($) in a day are Rs 115. 25 and Rs 116. 5 respectively. How many dollar should be bought and sold to have the profit of $ 10 ? Find it
Answers
To earn a profit of $10, we need to buy and sell 10 dollars.
The difference between the buying and selling rates is the profit margin for the currency exchange. Here, the profit margin is 116.5 - 115.25 = 1.25 Rs per dollar.
To make a profit of $10, we need to buy and sell enough dollars to earn a profit of 1.25*10 = 12.5 Rs.
Let's assume we buy and sell x dollars. Then the cost of buying x dollars is 115.25x Rs, and the revenue from selling x dollars is 116.5x Rs.
So, the profit from buying and selling x dollars is (116.5x - 115.25x) = 1.25x Rs.
We need to find x such that 1.25x = 12.5, which gives x = 10.
Therefore, we need to buy and sell 10 dollars to earn a profit of $10.
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Related Questions
choose the table thst represents g(x) =-2•f(x) when f(x) = x +4
Answers
Answer:
c
Step-by-step explanation:
x=1 g(x)=-10
x=2 g(x)=-12
x=3 g(x)=-14
f(x)=x+4
=＞ g(x)=-2·(x+4)
What are 2 digit multiples of 27?
Answers
The first 20 multiples of 27 are as follows:
27, 54, 81, 108, 135, 162, 189, 216, 243, 270, 297, 324, 351, 378, 405, 432, 459, 486, 513, and 540.
What are multiples?A multiple in mathematics is created by multiplying any number by an integer.
In other words, if b = na for some integer n, known as the multiplier, it can be said that b is a multiple of a given two numbers, a and b.
This is equivalent to stating that b/a is an integer if an is not zero.
A is known as a divisor of b when a and b are both integers and b is a multiple of a.
First 20 multiples of 27:
27, 54, 81, 108, 135, 162, 189, 216, 243, 270, 297, 324, 351, 378, 405, 432, 459, 486, 513, and 540.
Therefore, the first 20 multiples of 27 are as follows:
27, 54, 81, 108, 135, 162, 189, 216, 243, 270, 297, 324, 351, 378, 405, 432, 459, 486, 513, and 540.
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Correct question:
What are the first 20 multiples of 27?
3) Find the optimal values of x and y using the
graphical solution method:
Min x + y
subject to: x + y ≥ 7 5x + 2y ≥ 20
x ≥ 0, y ≥ 0
Answers
The optimal values of x and y are x = 4 and y = 3.
To find the optimal values of x and y using the graphical solution method, we need to graph the given inequalities and identify the feasible region.
The first inequality, x + y ≥ 7, represents a line with a slope of -1 passing through the point (0, 7). To graph it, we can plot this point and draw the line extending to the right and upwards. The feasible region lies above or on this line.
The second inequality, 5x + 2y ≥ 20, represents a line with a slope of -5/2 passing through the point (0, 10). Again, we can plot this point and draw the line extending to the right and upwards. The feasible region lies above or on this line.
The third condition, x ≥ 0 and y ≥ 0, indicates that x and y must be non-negative. This restricts the feasible region to the positive quadrant of the graph.
The intersection of the feasible regions determined by the two inequalities forms a region bounded by a triangle. We need to find the point within this region that minimizes the objective function x + y.
To find the optimal values, we can evaluate the objective function at the vertices of the feasible region:
Vertex A: (0, 7)
Objective function value: x + y = 0 + 7 = 7
Vertex B: (4, 3)
Objective function value: x + y = 4 + 3 = 7
Vertex C: (4, 5)
Objective function value: x + y = 4 + 5 = 9
The minimum value of the objective function occurs at vertices A and B, where the value is 7. Therefore, the optimal values of x and y are x = 4 and y = 3.
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Which shows 71. 38 in word form? O A seventy-one thirty-eighths O B. Seventy-one and thirty eighths O c. Seventy-one and thirty-eight tenths D. Seventy-one and thirty-eight hundredths E seventy-one and thirty-eight thousands
Answers
The number 71.38 can be written in word form as "seventy-one and thirty-eight hundredths." The correct answer is option D.
In decimal notation, the number 71.38 can be broken down into its whole number and decimal parts. The whole number part is 71, and the decimal part is 0.38.
In a decimal number, the digits to the right of the decimal point represent fractions of a whole. Each digit to the right of the decimal point has a place value that is a power of 10.
In word form, the decimal part 0.38 is read as "thirty-eight hundredths." Therefore, when combined with the whole number 71, the correct word form is "Seventy-one and thirty-eight hundredths."
Therefore option D is the correct answer.
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What advice would you give to students B and C to help them avoid factoring this
type of problem incorrectly in the future?
Correct solved problem
Student A factored
this expression correctly:
²-10x-24
(x-12)(x+2)
Factor: ²-10-24
Incorrect solved problem:
Sum of the integers does not
equal the middle term
Student B did not factor
this expression correctly.
²-10x-24
(x-4)(x+6)
Incorrect solved problem:
Sum of the integers does not
equal the middle term
Student C did not factor
this expression correctly:
-10-24
(r+12)(x-2)
**Day 4 will open once you post to the discussion board
Answers
Therefore , the solution of the given problem of expressions comes out to be students can develop their factoring abilities and avoid mistakes with practise and instruction.
What exactly is an expression?Estimates that combine joining, disabling, and rather than randomly divide should be produced when variables are shifting. If they got together, they could solve a mental puzzle, provide some data, and instead software. A declaration of truth contains formulas, components, and mathematical processes like combination, subtraction, omission, and grouping. Both phrases and words can be assessed and analysed.
Here,
are some pointers to assist students B and C prevent incorrect factoring in the future:
Regularly practise factoring: Since factoring is a talent that must be honed, students should make sure to factor problems frequently. They will be better able to understand the procedure and spot trends in the expressions they are factoring as a result of this.
Verify the indications again because they are prone to error when factoring. Students should double-check their distribution of the signs and make sure no negative indicators are being left out.
Students should double-check their work by multiplying the factors back together after factoring an equation. They'll be able to correct any errors they may have made thanks to this.
If students need assistance with factoring, they should ask an instructor or tutor for assistance. Although factoring can be a challenging ability to master, students can develop their factoring abilities and avoid mistakes with practise and instruction.
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An angle is defined as the space between two rays that emanate from a common point. True or false
Answers
True, there are some undefined terms like line, point angle, distance between two points .
Which definition of angle is the best?
The figure in which two rays intersect at the vertex, or common point, is referred to as an angle. The symbol "∠" is used to represent the angle.How does Euclid define angle?
A plane angle is the inclination toward one another of two intersecting, non-straight lines in the plane.
True, there are some undefined terms like line, point angle, distance between two points .
we intuitively know about the angle but can not give mathematical definition .
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7. Solve.
The difference between 4 times a number and 6 is 18.
O
n = 24
n = 6
n
24
4
n = 4
Answers
Answer:
6
Step-by-step explanation:
Let the number be " n ".
4 times a number,
= 4n
The difference between 4 times a number and 6
= 4n - 6
The difference between 4 times a number and 6 is 18,
4n - 6 = 18
4n = 18 + 6
4n = 24
n = 24 / 4
n = 6
The value of "n" that satisfies the equation is n = 6.
Option B is the correct answer.
We have,
To solve the equation "The difference between 4 times a number and 6 is 18," let's define the unknown number as "n."
The difference between 4 times the number and 6 can be expressed as "4n - 6."
According to the given equation, this expression equals 18:
4n - 6 = 18
To solve for "n," we will isolate the variable by performing the necessary algebraic steps:
Add 6 to both sides of the equation:
4n - 6 + 6 = 18 + 6
This simplifies to:
4n = 24
Next, divide both sides of the equation by 4 to isolate "n":
(4n) / 4 = 24 / 4
This simplifies to:
n = 6
Therefore,
The value of "n" that satisfies the equation is n = 6.
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This circle is centered at the origin, and the length of its radius is 5. What isthe equation of the circle?-1010--10-O A. x² + y² = 510B. (x-5)2 + (y- 5)2 = 25OC. x² +2²=5²O D.+-1
Answers
Given:
The center of the circle is the origin and the radius is 5.
Required:
Find the equation of the circle.
Explanation:
The equation of the circle when the center is (a,b) and the radius is r is given as:
\((x-a)^2+(y-b)^2=r^2\)The center (a,b) = (0,0)
radius r = 5
So the equation of the circle is:
\(\begin{gathered} (x-0)^2+(y-0)^2=(5)^2 \\ x^2+y^2=25 \end{gathered}\)Final Answer:
Option C is the correct answer.
the map of the park shows that are Pond is 4 inches away from the playground the scale of a map is 1 inch represents 5.25 M how far apart are the actual pond and playground.
Answers
Answer:
21 meters
Step-by-step explanation:
Each inch is 5.25 meters, so you multiply 4(the number of inches) by 5.25(how much 1 inch represents) to get a final answer of 21. Hope this helps!
18k²+12j³-6k²+48
Simplify the expression by combining like terms.
Answers
Answer:
12j^3-12j^2+48)
Step-by-step explanation:
Any coefficients with the same power/exponent get added together. (18k^2-6k^2=12k^2).
What code would you use to assign a vector of the odd numbers between 20 and 30 to an object called ""stats""?.
Answers
To assign a vector of the odd numbers between 20 and 30 to an object called "stats" in a programming language like R, you can use the following code:
R stats <- seq(21, 29, 2)
- The `seq()` function is used to generate a sequence of numbers.
- The first argument, 21, specifies the starting point.
- The second argument, 29, specifies the ending point.
- The third argument, 2, specifies the step size.
- By setting the step size to 2, the `seq()` function generates a sequence of odd numbers.
- The resulting sequence of odd numbers between 20 and 30 is assigned to the object "stats" using the assignment operator `<-`.
After executing this code, the vector of odd numbers (21, 23, 25, 27, 29) will be stored in the "stats" object for further use in your program.
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A couple has 4 children. find each probability. all girls exactly two girls and two boys at least one child who is a girl at least one child of each gender
Answers
Probability of all girls would be 1/16, Probability of exactly two girls and two boys would be 1/4, Probability of at least one child who is a girl would be 15/16, Probability of at least one child of each gender would be 14/16.
To find the probabilities in this scenario, let's break it down step-by-step:
1. Probability of all girls:
Since there are 4 children and each child has a 50% chance of being a girl, the probability of all girls can be calculated by multiplying the probability of having a girl for each child.
So, the probability of all girls is (1/2) * (1/2) * (1/2) * (1/2) = 1/16.
2. Probability of exactly two girls and two boys:
In this case, we need to consider the different ways of arranging the genders of the children. Let's denote G for girl and B for boy.
Possible arrangements with exactly two girls and two boys are:
GGGB, GBGG, GGBG, and BGGG. So, there are 4 possible arrangements.
The probability of each arrangement is (1/2) * (1/2) * (1/2) * (1/2) = 1/16.
Since there are 4 possible arrangements, the overall probability of having exactly two girls and two boys is 4 * (1/16) = 1/4.
3. Probability of at least one child who is a girl:
To find this probability, we need to consider the complement rule.
The complement of "at least one child who is a girl" is "all boys."
The probability of having all boys is (1/2) * (1/2) * (1/2) * (1/2) = 1/16.
Therefore, the probability of having at least one child who is a girl is 1 - 1/16 = 15/16.
4. Probability of at least one child of each gender:
In this case, we also need to consider the complement rule.
The complement of "at least one child of each gender" is "all girls or all boys."
The probability of having all girls or all boys is (1/16) + (1/16) = 2/16.
Therefore, the probability of having at least one child of each gender is 1 - 2/16 = 14/16.
To summarize:
- Probability of all girls: 1/16
- Probability of exactly two girls and two boys: 1/4
- Probability of at least one child who is a girl: 15/16
- Probability of at least one child of each gender: 14/16
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The amunt of money that college students spend on rent each month is usually between $300 and $600. However, there are a few students who spend $1,300. What measure of spread would be most appropriate to measure the amount of money that college student spend on rent per month? Explain in detail why or why not one of the below measures would be used.
A. Median
B. Range
C. Standard Deviation
D. Inquartile Range
Answers
The range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.
To measure the amount of money college students spend on rent per month, the most appropriate measure of spread would be the range. The range is the simplest measure of spread and is calculated by subtracting the lowest value from the highest value in a data set. In this case, the range would be $1,300 - $300 = $1,000.
The median would not be the best choice in this scenario because it only represents the middle value in a data set. It does not take into account extreme values like the $1,300 rent expense.
Standard deviation would not be the most appropriate measure of spread in this case because it calculates the average deviation of each data point from the mean. However, it may not accurately represent the spread when extreme values like the $1,300 rent expense are present.
The interquartile range (IQR) would not be the best choice either because it measures the spread of the middle 50% of the data set. It does not consider extreme values and would not accurately represent the range of rent expenses in this scenario.
In summary, the range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.
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2 1/3-1.5x=12.3
What is x?
Fraction only, please!
Answers
Answer:
x=12.3
Step-by-step explanation:
Yan po Ang x
pa brainlest po
pa follow po
pa heart and 5 star
pls
Answer:
your answer would be 9753/1000
Step-by-step explanation:
2 1/3-1.5x=12.3
step 1:
to solve for x. You have to add 2 1/3 to 12.3 and get x by itself.
2 1/3+ 12.3= 14.63..
step 2 :
now that you have x by itself you're going to divide both sides by x which is -1.5x.
-1.5x/ -1.5x 14.63/ -1.5 = 9.753
step 3:
to put 9.753 in a fraction get rid of the decimal and put it over 1000 since there are 3 numbers after the decimal point.
so your final answer is 9753/1000
-
12) Which name we can give to these triangle
Answers
Answer:
The first one is isosceles and the second one is scalene.
This is because the first triangle has two equal sides, therefore it is isosceles and the second one has no equal sides so it is scalene.
Answer:
obtuse triangle and scalene triangle (sana nakatulog sayo)
You have 95 coins, consisting of nickels, dimes, and quarters. The value of the coins is $13. 70. There are 11 more quarters than dimes. Which system of equations can be used to represent this situation, where n is the number of nickels, d is the number of dimes, and q is the number of quarters?.
Answers
So, the system of equations representing this situation is: n + d + q = 95; 0.05n + 0.10d + 0.25q = 13.70; q = d + 11.
To represent this situation with a system of equations, we can use the following equations:
The total number of coins: n + d + q = 95
The total value of the coins in dollars: 0.05n + 0.10d + 0.25q = 13.70
The relationship between the number of quarters and dimes: q = d + 11
The first equation represents the total number of coins, which is given as 95.
The second equation represents the total value of the coins in dollars, which is given as $13.70. The values of each coin (nickel, dime, quarter) are multiplied by their respective quantities (n, d, q) and summed up to obtain the total value.
The third equation represents the relationship between the number of quarters (q) and dimes (d), which states that there are 11 more quarters than dimes.
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Solve for x.
3(x - 4) = 2x + 6
ΟΑ. Ο
B. 2
C. 3.6
D. 10
E. 18
Answers
Answer:
the answer is D. 10
Step-by-step explanation:
you get 3x -4 = 2x +6
you then subtract 2x from 3x and 2x
you get 1x - 4= 6
add 4 to both sides and you get
1x = 10 which is the same as x = 10
Answer:
x = 18
Step-by-step explanation:
3(x-4) = 2x+6
3x-12 = 2x +6
Add 12 to the -12 and the 6, giving you...
3x = 2x + 18
subtract 2 from the 3 and the 2, giving you...
1x = 18
divide the 1 and the 18 by 1, giving you...
x = 18
I hope this helps you out!
3. Why do communities need healthy citizens?
Citizens who are healthy watch T.V. a lot and buy what they see in commercials.
O Citizens who are healthy contribute more to their communities.
Citizens who are healthy create more problems for their communities.
Citizens who are healthy move from place to place.
Answers
Answer:
B
Step-by-step explanation:
O Citizens who are healthy contribute more to their communities.
( I don't think this is math related).
what answee is it?? :))))
Answers
Step-by-step explanation:
The answer is C
We can easily eliminate B and D since Ms. Macdonald isn't starting with 3 rabbits.
We can also eliminate choice A, because 5 to the 3rd power isn't 15.
5 to the 3rd power is 125, therefore the choice is C
5.6.1 [5] <§5.4> assuming that the l1 hit time determines the cycle times for p1 and p2, what are their respective clock rates?
Answers
The average memory access time (AMAT) for P1 is 6.31 ns and for P2 is 3.68 ns, and assuming a base CPI of 1.0 without any memory stalls, the total CPI for P1 is 1.3165 and for P2 is 1.074, indicating that P2 is faster.
To calculate the average memory access time (AMAT), we use the formula:
AMAT = L1 hit time + L1 miss rate x L2 hit time x L2 miss rate x main memory access time
For P1 with a 32 KiB L1 cache, 3 ns L1 hit time, 5% L1 miss rate, and 100 ns main memory access time, the AMAT is:
AMAT = 3 ns + 5% x 5.62 ns x 100% x 100 ns = 6.31 ns
For P2 with a 64 KiB L1 cache, 2.5 ns L1 hit time, 2% L1 miss rate, and 80 ns main memory access time, the AMAT is:
AMAT = 2.5 ns + 2% x 5.62 ns x 100% x 80 ns = 3.68 ns
Assuming a base CPI of 1.0 without any memory stalls, the total CPI for P1 and P2 can be calculated using the formula:
CPI = base CPI + memory stalls per instruction x average memory access time
For P1 with an L1 miss rate of 5%, the memory stalls per instruction is 0.05. Therefore, the total CPI for P1 is:
CPI_P1 = 1.0 + 0.05 x 6.31 = 1.3165
For P2 with an L1 miss rate of 2%, the memory stalls per instruction is 0.02. Therefore, the total CPI for P2 is:
CPI_P2 = 1.0 + 0.02 x 3.68 = 1.074
Based on the CPI calculations, P2 is faster than P1.
With the addition of an L2 cache to P1, we can recalculate the AMAT and CPI as follows:
AMAT_P1_new = 3 ns + 5% x 5.62 ns x 95% x (5.62 ns + 100 ns) = 9.96 ns
CPI_P1_new = 1.0 + 0.05 x 9.96 = 1.498
The AMAT has increased significantly due to the high L2 miss rate, and the CPI has also increased as a result. Therefore, it is unclear whether adding an L2 cache has improved the performance of P1 without additional information about the specific workload and performance metrics.
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A company sells life insurance policies for $625. If the policyholder dies in the next 10 years, then the company will pay out $43,000 to the benefactor. Otherwise, the company pays out nothing. What is the expected profit per policy for the company, given that the probability of death for a policyholder in the next 10 years is 0.005? Report your answer rounded to the nearest dollar. NO CENTS.
show work pleaseeee
Answers
The expected profit per policy for the company, given the provided information, is $215.
To calculate the expected profit per policy for the company, we need to consider the potential outcomes and their associated probabilities.
Given that the policyholder has a probability of 0.005 of dying in the next 10 years, there are two possible outcomes:
The policyholder dies (probability = 0.005):
In this case, the company will pay out $43,000 to the benefactor.
The policyholder survives (probability = 1 - 0.005 = 0.995):
In this case, the company pays out nothing.
To calculate the expected profit per policy, we need to multiply each outcome by its respective probability and sum them up:
Expected Profit per Policy = (Profit from Death * Probability of Death) + (Profit from Survival * Probability of Survival)
Profit from Death = $43,000 (as the company pays out this amount in the event of death)
Profit from Survival = $0 (as the company pays out nothing in the event of survival)
Probability of Death = 0.005
Probability of Survival = 1 - 0.005 = 0.995
Expected Profit per Policy = ($43,000 * 0.005) + ($0 * 0.995)
Expected Profit per Policy = $215 + $0
Expected Profit per Policy = $215
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approximately how many acres are there in a lot 1/2 mile by 1/2 mile?
Answers
There are approximately 160 acres in a lot that is 1/2 mile by 1/2 mile.
To find the number of acres in a lot, you can use the following formula:
Number of acres = (length in feet) x (width in feet) / 43,560
First, convert the length and width from miles to feet. There are 5,280 feet in a mile, so:
Length in feet = 1/2 mile x 5,280 feet/mile = 2,640 feet
Width in feet = 1/2 mile x 5,280 feet/mile = 2,640 feet
Next, plug these values into the formula:
Number of acres = (2,640 feet) x (2,640 feet) / 43,560 = 174,240,000 / 43,560 = 160 acres
Therefore, there are approximately 160 acres in a lot that is 1/2 mile by 1/2 mile.
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There are approximately 3,000 bass in a lake. The population grows at a
rate of 2% per year. What is the average rate of change of the population
of bass from Year 1 to Year 4? Round your answers to the nearest tenth.
Answers
62.4 bass per year from year 5 to year 8, the average rate of change from the population was about 67.6 best per year the change of rate increase was about
Please help quick! 100 points
Compare the data and use the correct measure of variability to determine which bus is the most consistent. Explain your answer.
Bus 18, with an IQR of 16
Bus 47, with an IQR of 24
Bus 18, with a range of 16
Bus 47, with a range of 24
Answers
Answer:
Bus 18 is more consistent than Bus 47 based on the IQR, which is smaller for Bus 18 (16) compared to Bus 47 (24), indicating less spread of data between the 25th and 75th percentiles.
Step-by-step explanation:
Answer: The correct option regarding which bus has the least spread among the travel times is given as follows:
Bus 14, with an IQR of 6.
How to obtain the measures of spread?
First, we consider the dot plot, which shows the number of times that each observation appears in the data set.
Then we consider the interquartile range, which gives the difference between the third quartile and the first quartile of the data set.
The interquartile range is a better measure of spread compared to the range of a data set, as it does not consider outliers.
For groups of 15 students, we have that:
The first half is composed of the first seven students, hence the first quartile is the fourth dot, which is the median of the first half.
The second half is composed of the last seven students, hence the first quartile is the eleventh dot, which is the median of the first half.
The quartiles for Bus 14 are given as follows:
Q1 = 12.
Q3 = 18.
Hence the IQR is of:
IQR = Q3 - Q1 = 18 - 12 = 6.
The quartiles for Bus 18 are given as follows:
Q1 = 9.
Q3 = 16.
Hence the IQR is of:
IQR = Q3 - Q1 = 16 - 9 = 7.
Step-by-step explanation:
What is the measure of angle x?
A pair of parallel lines is cut by a transversal. An exterior angle on the left of the transversal is labeled as 40 degrees. An interior angle on the right of the transversal, which is not vertically opposite to the 40 degree angle, is labeled as x.
40 degrees
80 degrees
130 degrees
140 degrees
Answers
Answer:
140 degrees
Step-by-step explanation:
The angle is and obtuse angle, which means x (the angle) is greater than a 90°.
an obtuse angle goes up until 180°, and of you use the opposite angle to solve for x, you get the degree of angle x.
the other angle is stated, 40°
use 180 to find X°
180 - 40 = 140
A child lets go of a balloon that rises at a constant rate. 5 seconds after it was released, the balloon is at a height of 16 feet above the ground. After 20 seconds of rising, it is at a height of 52 feet above the ground. 1. Write a linear model for the height, h, of the balloon as a function of the number of seconds, s that it has been raising. 2. What was the height of the balloon initially before the child let it go? 3. Use your model to predict the height of the balloon after 90 seconds. Only an algebraic solution will receive credit.
Answers
Answer:
1. h = 2.4t + 4
2. 4 feet
3. 220 feet
Step-by-step explanation:
1. Write a linear model for the height, h, of the balloon as a function of the number of seconds, s that it has been raising.
Since the balloon rises at a constant rate, we find this rate by using the initial and final values of height and time at 5 seconds and 20 seconds respectively which are 12 feet and 52 feet respectively.
So, rate = gradient of line
= change in height/change in time
= (52 ft - 16 ft)/(20 s - 5 s)
= 36 ft/15 s
= 2.4 ft/s
Now the equation of the line which shows the height is gotten from
(h - h')/(t - t') = rate
Using h'= 16 feet and t' = 5 s, we have
(h - 16)/(t - 5) = 2.4
h - 16 = 2.4(t - 5)
h - 16 = 2.4t - 12
h = 2.4t - 12 + 16
h = 2.4t + 4
where h is the height of the balloon above the ground and t is the time spent in the air in seconds.
2. What was the height of the balloon initially before the child let it go?
We obtain the initial height of the balloon before the child let go at time, t = 0 the time before the child let go.
So, substituting t = 0 into the equation for h, we have
h = 2.4t + 4
h = 2.4(0) + 4
h = 0 + 4
h = 4 feet
So, the height of the balloon before the child let go is 4 feet above the ground.
3. Use your model to predict the height of the balloon after 90 seconds.
We insert t = 90 s into the equation for h. So,
h = 2.4t + 4
h = 2.4(90) + 4
h = 216 + 4
h = 220 feet
So, the height of the balloon after 90 s is 220 feet above the ground.
3. Point A(-31, 72) is 407 to the right, 209 down from the point C, what is the coordinate of C? 4. The temperature T of water in a glass is rising steadily. After 3 min. the temperature is 48 Cº and after 10 min. the temperature is up to 76 Cº. Let x be the number of minutes, find the linear equation of T in terms of x and the temperature of the water at time x = 0.
Answers
To find the coordinate of point C, we need to subtract the given distances from the coordinates of point A.
Given:
Point A: (-31, 72)
Distance to the right: 407
Distance down: 209
To find the x-coordinate of point C, we subtract 407 from the x-coordinate of point A:
x-coordinate of C = -31 - 407 = -438
To find the y-coordinate of point C, we subtract 209 from the y-coordinate of point A:
y-coordinate of C = 72 - 209 = -137
Therefore, the coordinate of point C is (-438, -137).
Now, let's move on to the second question:
To find the linear equation of T in terms of x, we can use the formula for the equation of a line, which is y = mx + b, where m is the slope and b is the y-intercept.
Given:
Time (x) = 3 minutes, Temperature (T) = 48°C
Time (x) = 10 minutes, Temperature (T) = 76°C
To find the slope (m), we can use the formula:
m = (change in y) / (change in x) = (76 - 48) / (10 - 3) = 28 / 7 = 4
Now that we have the slope, we can find the y-intercept (b) by substituting the values of one of the points into the equation:
48 = 4(3) + b
48 = 12 + b
b = 48 - 12 = 36
So, the linear equation of T in terms of x is:
T = 4x + 36
To find the temperature of the water at time x = 0 (initial temperature), we substitute x = 0 into the equation:
T = 4(0) + 36
T = 36
Therefore, the temperature of the water at time x = 0 is 36°C.
Learn more about linear equation here:
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What is the sum of 3x^2 + 4x – 2 and x^2 - 5x + 3?
Answers
Answer:
(3+1) x² + (4-5) x + (-2+3)=
4 x² - x + 1
plz help look at the pic below
Answers
Answer:
You can use the exponential rule where
\((n^x)^y=n^{xy}\)
Therefore,
\((a^3)^{-2}=a^{3*(-2)}=a^{-6}\)
\(\\ \rm\leadsto (a^3)^{-2}\)
(a^m)^n=a^mn\(\\ \rm\leadsto a^{-6}\)
\(\\ \rm\leadsto \dfrac{1}{a^6}\)
Factord form of 10c³-80c5-5c6 + 5c
Answers
Step-by-step explanation:
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