Tim goes in a car journey. for the first 15 minutes his average speed is 40mph. he then stops for 25 minutes. he then completes the journey at an average speed of 45mph. the total journey time is 1 hour.

Answer:

2,irrational,2,irrational :)

Step-by-step explanation:

Answer: I think its a tell me if im wrong

Step-by-step explanation:

Answer:

10/3

Step-by-step explanation:

We are asked to solve a system of equations using the substitution method:

y = 2 x + 1

5 y - 6 x = 13

So we use the first equation as our substitution for "y", since we know that y is equal to "2 x + 1"

We use this expression in the second equation replacing "y":

5 (2x + 1) - 6 x = 13

and now we solve for the only unknown "x" that was left in the equation. We use distributive property to get rid of the parenthesis:

10 x + 5 - 6 x = 13

we combine the terms in x and subtract 5 from both sides:

4 x = 13 - 5

4 x = 8

x = 8/4

x = 2

Now we use this result in the first equation (our substitution equation):

y = 2 (2) + 1 = 5

therefore, x = 2 and y = 5 are the solutions to the system, also written in coordiate pair form as: (2, 5).

I believe it might be 1.11

Answer:

is c

Step-by-step explanation:

because inches are very bing in cm

MARK ME THE BRAINLIST PLEASE

The result of the division operation is (3/4). The reciprocal of a fraction is obtained by flipping the numerator and denominator.

To perform the division of (4x/5) ÷ (16/15x), we can simplify the expression by multiplying the numerator of the first fraction by the reciprocal of the second fraction.

The given expression can be rewritten as (4x/5) * (15x/16).

To simplify the expression further, we can cancel out common factors between the numerator of the first fraction and the denominator of the second fraction. In this case, we can cancel out a factor of 4 and a factor of 5, which leaves us with (x/1) * (3x/4).

Now we can multiply the numerators together and the denominators together, resulting in (3x^2/4).

Therefore, the final answer is (3x^2/4), or in fractional form, (3/4)x^2.

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Yes, the point (1, -4) is a solution to the given system of equations.

To determine if the point (1, -4) is a solution to the system of equations, we substitute the values of x and y into each equation and check if both equations are satisfied.

Given equations:

y = -4x    ... (1)

y = x - 5  ... (2)

Substituting x = 1 and y = -4 into equation (1):

-4 = -4(1)

-4 = -4

The equation is true when x = 1 and y = -4 in equation (1).

Substituting x = 1 and y = -4 into equation (2):

-4 = 1 - 5

-4 = -4

The equation is also true when x = 1 and y = -4 in equation (2).

Since both equations are satisfied when x = 1 and y = -4, the point (1, -4) is indeed a solution to the given system of equations.

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In a four-candidate race with 107 votes cast, the smallest number of votes a winning candidate can have is 28.

In a four-candidate race decided by plurality, the winning candidate is the one who receives the most votes, regardless of whether that number of votes constitutes a majority (more than 50%) of the total votes cast.

To determine the smallest number of votes a winning candidate can have in a four-candidate race with 107 votes cast, we can assume that the other three candidates each receive an equal number of votes, say x. Then, the winning candidate must receive more votes than each of the other three candidates.

So, the minimum number of votes the winning candidate can receive is x + 1.

The total number of votes cast in the election is:

x + x + x + (x + 1) = 4x + 1

Since we know that 4x + 1 = 107, we can solve for x:

4x + 1 = 107

4x = 106

x = 26.5

Since x must be a whole number, we can round up to x = 27.

Then, the minimum number of votes the winning candidate can have is:

27 + 1 = 28

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the answer is b lil boy ggggggg

Step-by-step explanation:

all you have to do is number the line from -5 to 5 and just plot the points next to it

Answer:

b.

Step-by-step explanation:

6 times 1/2 is the same thing as 6/1 times 1/2, which is 6/2.

Hope this helps.

Lines l and m are parallel; line l will map onto line m with a 90° rotation; line l can map onto line m with a vertical line of reflection.

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The probability that the sweet is yellow will be;

⇒ 9 / 25

The term probability refers to the likelihood of an event occurring.

Given that;

There are 25 sweets in a jar.

And, 9 of the sweets are yellow.

Now,

Since, Jamie takes at random a sweet from the jar.

Hence, The probability that the sweet is yellow = 9/25

                                                                          = 0.36

Thus, The probability that the sweet is yellow = 0.36

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Answer:

y = 4x - 2

Step-by-step explanation:

Formula: y = mx + b

Parallel means same slope as original and b is -2.

Answer:

l think it is 7x+2y+7

Step-by-step explanation:

the like terms is 4x n 3x so plus them to get 7x n then right the rest of the equation

if you find this helpful plz follow me

n mark my answer as the branliest

have a nice day/night

The slope of the line containing the points (-3,4) and (2,-6) is -2.

The slope represents the ratio of the vertical change (rise) to the horizontal change (run) between any two points on a line. In this case, we can use the formula for slope:

slope (m) = (y2 - y1) / (x2 - x1)

Substituting the coordinates (-3,4) for (x1, y1) and (2,-6) for (x2, y2), we have:

m = (-6 - 4) / (2 - (-3))

m = (-10) / (2 + 3)

m = -10 / 5

m = -2

Therefore, the slope of the line containing the points (-3,4) and (2,-6) is -2.

The slope of a line is a measure of its steepness or incline. It is determined by the ratio of the vertical change to the horizontal change between any two points on the line. The slope can be positive, negative, or zero, depending on whether the line is increasing, decreasing, or horizontal. A positive slope indicates an upward trend, a negative slope indicates a downward trend, and a slope of zero indicates a horizontal line.

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Answer:

I'm sorry if you get it wrong but it's 11.33%

Step-by-step explanation:

I searched it up

This type of data is cross-sectional data.

In statistics and econometrics, cross-sectional data, or a cross-section of a study population, is a type of data gathered by monitoring numerous subjects (such as individuals, firms, countries, or regions) at one point or throughout the course of time. It's also possible that the analysis disregards variations in time. Cross-sectional data analysis often entails contrasting the variations among pre-selected respondents.

Time series data, in which the same small-scale or aggregate entity is seen multiple times in time, differs from cross-sectional data. A different kind of data called panel data (also known as longitudinal data) combines the concepts of cross-sectional and time series data and examines how the topics (firms, people, etc.) develop throughout a time series. Panel data differs from cross-sectional data that has been pooled over time.

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Answer:

10.755

Step-by-step explanation:

10.755+10.755=21.51

Answer:

Step-by-step explanation:

a few examples

21 + 0.51

22 - 0.49

10.75 × 2

4.637^2

43.02 ÷ 2

etc....

The expressions that can be used to determine the area of the rectangle are:

12 x 7

7 . 10 + 7 . 2

The expressions that can be used to determine the perimeter of the rectangle are:

2 x (12 + 7)

7 + 12 + 7 + 12

2 . 7 + 2 . 12

The expression that cannot be used to find either the area or the perimeter of a rectangle is: 7 + 12

A rectangle is a 2-dimensional quadrilateral with four right angles that sum up to 360 degrees. A rectangle has two diagonals which bisect each other at right angles.

The area of a rectangle is the product of the width and the length.

Area of a rectangle = length x width

12 x 7 = 84 units²

7 . 10 + 7 . 2

70 + 14 = 84

The perimeter of a rectangle is the distance round the rectangle.

Perimeter of a rectangle = 2 x (length + width)

2 x (12 + 7)

2 x 19 = 38 units

7 + 12 + 7 + 12 = 38

2 . 7 + 2 . 12

14 + 24 = 38

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Answer:

72/8

Step-by-step explanation:

Answer:

72÷8

Step-by-step explanation:

To find the amount of pages with 8 stickers on it you must divide 72 by 8 giving you the correct amount of pages with 8 stickers

(7+2)/ 3 x 4

9/3 x 4

3 x 4

= 12

Use the Pythagorean theorem to solve for the diagonal distance

Diagonal = sqrt(50^2 + 150^2)

Diagonal distance = sqrt(25,000)

Diagonal distance = 158.11 feet

Round to 158 feet.

If the stayed on the sidewalk they would walk 50 + 150 = 200 feet.

The distance they saved = 200-158 = 42 feet

Answer: 42 feet.

Answer:

Step-by-step explanation:

...exactly the same but with a different sign separating them. For example, if a root of a polynomial is

3 + 4i, then the other root has to be 3 - 4i because they always come in pairs. Always!! If a root is -2 - 3i, then the other root has to be -2 + 3i. Notice that the only sign that will change is the one that separates the a part of the complex number from the b part.

This phenomenon also applies to radicals. If we have a root that is \(-3 + \sqrt{5}\)\(-3 +\sqrt{5}\) then the other root has to be \(-3 -\sqrt{5}\)

Answer:

x-3i

Step-by-step explanation:

Answer:

sorry I don't know

Step-by-step explanation:

.........

Answer:

Firstly, since KLMN is a parallelogram, side KL is parallel to NM, and KN is a transversal. By the Same-Side Interior Angle Theorem, we know that angles K and N sum up to 180 degrees. We can use this to form an equation where 7x + 12 + 4x + 3 = 180. Now we simplify this equation to 11x + 15 = 180. Now, we can subtract 15 from both sides of this equation and isolate the x variable by dividing both sides of this equation by 11, to get x = 11. Now we can substitute the value of x into our original expressions. So we get 7(11) + 12 = 89 and 4(11) + 3 = 36.

Step-by-step explanation:

Please support my answer.

To determine if the bolts vary by more than the required variance, we can conduct a hypothesis test. The null hypothesis (H₀) states that the variance of the bolts is equal to or less than the required variance (σ² ≤ 0.025), while the alternative hypothesis (H₁) states that the variance is greater than the required variance (σ² > 0.025).

Next, we need to determine the critical value(s) of the test statistic. Since we are testing for variance, we will use the chi-square distribution. For a one-tailed test with α = 0.01 and 14 degrees of freedom (n-1), the critical value is 27.488.

Now, we can compare the test statistic to the critical value. The test statistic is calculated as (n-1) * s² / σ², where n is the sample size (15), s² is the sample variance (0.1587²), and σ² is the required variance (0.025).

If the test statistic is greater than the critical value, we reject the null hypothesis and conclude that the bolts vary by more than the required variance. Otherwise, we fail to reject the null hypothesis.

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To determine if the bolts vary by more than the required variance, we can conduct a hypothesis test. The null hypothesis (H₀) states that the variance of the bolts is equal to or less than the required variance (σ² ≤ 0.025), while the alternative hypothesis (H₁) states that the variance is greater than the required variance (σ² > 0.025).

Next, we need to determine the critical value(s) of the test statistic. Since we are testing for variance, we will use the chi-square distribution. For a one-tailed test with α = 0.01 and 14 degrees of freedom (n-1), the critical value is 27.488.

Now, we can compare the test statistic to the critical value. The test statistic is calculated as (n-1) * s² / σ², where n is the sample size (15), s² is the sample variance (0.1587²), and σ² is the required variance (0.025).

If the test statistic is greater than the critical value, we reject the null hypothesis and conclude that the bolts vary by more than the required variance. Otherwise, we fail to reject the null hypothesis.

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Comparing the means of the two samples, we find that the difference between the means is significant. Therefore, we can reject the claim and conclude that male and female high school students have different exam scores.

To perform the two-sample t-test, we first calculate the standard error of the difference between the means using the formula:

SE = sqrt((s1^2 / n1) + (s2^2 / n2))

Where s1 and s2 are the population standard deviations of the male and female students respectively, and n1 and n2 are the sample sizes. Plugging in the values, we have:

SE = sqrt((47^2 / 49) + (4.3^2 / 53))

Next, we calculate the t-statistic using the formula:

t = (x1 - x2) / SE

Where x1 and x2 are the sample means. Plugging in the values, we have:

t = (239 - 21.1) / SE

We can then compare the t-value to the critical t-value at α = 0.01 with degrees of freedom equal to the sum of the sample sizes minus 2. If the t-value exceeds the critical t-value, we reject the null hypothesis.

In this case, the t-value is calculated and compared to the critical t-value using the provided standard normal distribution table. Since the t-value exceeds the critical t-value, we can reject the claim that male and female high school students have equal exam scores.

Therefore, the correct answer is:

B. Male and female high school students have different exam scores.

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