How to find the nth term in the sequence
3,6,9,12

The time taken to travel the distance 70 Km/h is 11 hours.

Speed tells us how fast something or someone is travelling. You can find the average speed of an object if you know the distance travelled and the time it took.

The formula can be rearranged in three ways:

Given:

time = 9 hours

speed = 85 Km/h

Now, distance

=speed * time

=85 * 9

= 765 km

As, the speed is 70 km/h

time = distance/ speed

time = 765 / 70

time = 10.92

time= 11 hours

Hence, the time taken to travel the distance 70 Km/h is 11 hours.

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The translation of the question is:

A car takes 9 hours to travel a distance with a speed of 85km/h, how long will it take to travel the same distance at 70km/h?

Answer:

x=5

Step-by-step explanation:

The absolute value is positive, so the equation stays the same:

2x-2=8

Add 2 on both sides:

2x=10

Solve:

x=5

Answer:

x=29/12

Step-by-step explanation:

Let's solve your equation step-by-step.

12x−21=8

Step 1: Add 21 to both sides.

12x−21+21=8+21

12x=29

Step 2: Divide both sides by 12.

12x/12 = 29/12

x=29/12

Vector a = (3, 2), then;

Also, vector b = (-5, 6), then;

Then, -3a + 2b = (-9, -6) + (-10, 12)

The answer is (-19,6)

Answer:

G = 5.333

Step-by-step explanation:

Given: G(3) = 4^2

3 times G is 3G:

3G = 4^2

4 squared is 16:

3G = 16

Divide both sides by 3:

G = 5.333

Explanation:

First, we can rewrite:3a2b×−2ab3as(3×−2)(a2×a)(b×b3)⇒−6(a2×a)(b×b3)Next, use this rule for exponents to rewrite the expression:a=a1−6(a2×a1)(b1×b3)Now, use this rule of exponents to complete the multiplication:xa×xb=xa+b−6(a2×a1)(b1×b3)⇒−6a2+1b1+3⇒−6a3b4

Answer:

Step-by-step explanation:

plz i need brailyesit

 The sample we collect plays a cruciThe sample we collect can significantly affect our understanding of a population,

especially when it comes to making generalizations or drawing conclusions about the entire population based on the sample data. The key aspect in this regard is whether the sample is representative of the population.

A representative sample is one that accurately reflects the characteristics, diversity, and distribution of the population from which it is drawn. When our sample is representative, we can have greater confidence in generalizing the findings from the sample to the larger population. However, if our sample is not representative, our understanding of the population may be biased or limited.

In the provided example, the given data represents different age groups and their reported time spent with friends per day. If we were to collect a sample from this population, it would be crucial to ensure that the sample includes individuals from each age group in proportion to their representation in the population. This would help ensure that our sample accurately reflects the age distribution of the population.

If our sample is not representative, it may lead to inaccurate conclusions. For instance, if we only surveyed individuals from the age group 55-64 and ignored the other age groups, our understanding of the population's time spent with friends would be limited to that specific age group. We wouldn't be able to generalize our findings to the entire population because we would have missed important variations in behavior across other age groups.

To improve the representativeness of our sample, we could use random sampling techniques, such as simple random sampling or stratified sampling, to ensure that individuals from all age groups are included in the sample. By doing so, we can enhance our understanding of the population as a whole and make more accurate inferences.

In conclusion, the sample we collect plays a crucial role in shaping our understanding of a population. A representative sample enables us to make valid generalizations and draw reliable conclusions about the entire population. It ensures that the characteristics and diversity of the population are properly reflected in the sample, allowing for more accurate insights and informed decision-making.al role in shaping our understanding of a population

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Answer:2

Step-by-step explanation: 4 times 3 equals 12 and 12 divided by 6 is 2

There are 1(1/6) pound of vegetables in each bowl.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

Number of bowls = 6

Number of carrot sticks = 4 pounds

Number of celery sticks = 3 pounds

The number of carrots in each bowl.

= 4/6

= 2/3 pounds

The number of celery sticks in each bowl.

= 3/6

= 1/2 pounds

The number of pounds of vegetables in each bowl.

= 2/3 + 1/2

= (4 + 3)/6

= 7/6

= 1(1/6) pounds

Thus,

There are 1(1/6) pound of vegetables in each bowl.

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The measurement of altitude BE is 4 unit.

As the average level of the sea's surface, sea level is used to measure altitude. A high altitude is defined as being significantly higher than sea level, such as Mount Everest. It is referred to as having a low altitude when something is closer to the ground, like a plane coming in to land.

As ABCD is rectangle

AD = BC = 12

ΔABC = ΔBCD

BE = FD

5² = 3²+BE²

AE = 3

BE = √(5²-3²)

BE = 4

Thus, The measurement of altitude BE is 4 unit.

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Answer:

D

Step-by-step explanation:

gallon/miles

Answer:

50 Teachers

Step-by-step explanation:

To solve this problem, we first need to find the number of teachers before the new teachers were added. To do so, I created Model 1. On the bottom of the ratios, we have students. On the top, is teachers. The X is the number of teachers we are trying to find. Following the model, I multiplied 2,100 x 1 (2,100) and divided it by 14 to get 150 teachers. Then, I set up a similar model with the new student-teacher ratio (Model 2). From there, I multiplied 2,100 x 2 (4,200) and divided it by 21 to get 200 teachers. Now I have the original number of teachers and the new number of teachers. Subtract the new by the original to find the teachers added and you get the answer of 50 teachers added.

Answer:

3rd choice

Step-by-step explanation:

Answer:

it's c

Step-by-step explanation:

Answer:

He uses 23 balloons for each of the 28 events.

Step-by-step explanation:

Answer:

23

Step-by-step explanation:

I divided 644 by 28. There are 644 balloons and you want to split

(divide) into the same number of balloons with none left over. Look for those key words to tell you what type of math your doing. Hope this helps!

Answer:

What is the question asking for??

Step-by-step explanation:

area of the square=7*10=70cm2

area of the semi circle=πr^2/2

=22/7*5*5/2

. =39.25cm2

total area=39.25+70=109.25cm2

Answer:

6 miles

Step-by-step explanation:

The distance formula is expressed as;

D = √(x2-x1)²+(y2-y1)²

D = √(2-4)²+(8-2)²

D = √(-2)²+(6)²

D = √4 + 36

AD = √40

AD = 6.32

Hence the approximate distance between the library  and the mall is 6 miles

The correct values for a, b, c, d, and e are a = 16, b = 29, c = 24, d = 22, and e = 30 for group of 75 students on asking whether they like Algebra or Geometry.

For the values of a, b, c, d, and e, we can use the information provided in the table. Let's break it down step-by-step:

We are given that a total of 75 math students were surveyed. Therefore, the total number of students should be equal to the sum of the students who like algebra, the students who like geometry, and the students who do not like either subject.

75 = 45 (Likes Algebra) + 53 (Likes Geometry) + 6 (Does Not Like Either)

Simplifying this equation, we have:

75 = 98 + 6

75 = 104

This equation is incorrect, so we can eliminate options c and d.

Now, let's look at the information given for the students who do not like geometry. We know that a + b = 6, where a represents the number of students who like algebra and do not like geometry, and b represents the number of students who do not like algebra and do not like geometry.

Using the correct values for a and b, we have:

16 + b = 6

b = 6 - 16

b = -10

Since we can't have a negative value for the number of students, option a is also incorrect.

The remaining option is option e, where a = 29, b = 16, c = 24, d = 22, and e = 30. Let's verify if these values satisfy all the given conditions.

Likes Algebra: a + c = 29 + 24 = 53 (Matches the given value)

Does Not Like Algebra: b + d = 16 + 22 = 38 (Matches the given value)

Likes Geometry: c + d = 24 + 22 = 46 (Matches the given value)

Does Not Like Geometry: b + e = 16 + 30 = 46 (Matches the given value)

All the values satisfy the given conditions, confirming that option e (a = 29, b = 16, c = 24, d = 22, and e = 30) is the correct answer.

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The given statement is true.

Consider linearly independent vectors of \(R_{n}\)

Where n = 2

\(V = \[\begin{array}{ccc}4&\\2\end{array}\right]\)  

\(U = \[\begin{array}{ccc}5&\\6\end{array}\right]\)

Now product of these vectors

UV = 4x5 + 2x6

     = 32

Hence these vectors are not orthogonal.

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Answer:

Step-by-step explanation:

 h

------ - 1 = -3

  6

To solve for h, first add 1 to both sides to isolate h/6:

h

---- = -2

 6

Now isolate h by multiplying both sides by 6:

h = -12

Answer:

h is -12

..... .. . . . . .. . . .

The probability of a randomly selected bill being at least $39.10 is approximately option (d) 0.0344

To solve this problem, we need to standardize the given value using the standard normal distribution formula

z = (x - mu) / sigma

where:

x = $39.10 (the given value)

mu = $30 (the mean)

sigma = $5 (the standard deviation)

z = (39.10 - 30) / 5

z = 1.82

Now, we need to find the probability of a randomly selected bill being at least $39.10, which is equivalent to finding the area under the standard normal distribution curve to the right of z = 1.82.

Using a standard normal distribution table or calculator, we can find that the probability of a randomly selected bill being at least $39.10 is approximately 0.0344.

Therefore, the correct option is (d) 0.0344.

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Answer: D. quadratic

Step-by-step explanation:

Answer:

9 buses

12 cars

(Step-by-step explanation:

x=bus x+y=21 --> y=-x+21

30x+4y=318 --> y= -30x/4 + 318/4

y=car

x= 9

y=12

:) hope this help

Answer:

x = -4

Step-by-step explanation:

used app by google called Socratic, it can solve a ton of problems

Answer:

x = -4

Explanation:

[ Step 1: Simplify both sides of the equation ]

4(x + 4 ) = 24 + 6x

(4)(x) + (4)(4) = 24 + 6x (Distribute)

4x + 16 = 24 + 6x

4x + 16 = 6x + 24

[ Step 2: Subtract 6x from both sides ]

4x + 16 − 6x = 6x + 24 − 6x

−2x + 16 = 24

[ Step 3: Subtract 16 from both sides ]

−2x + 16 − 16 = 24 − 16

−2x = 8

[ Step 4: Divide both sides by -2 ]

-2x / -2 = 8 / -2

x = -4

Answer:

\(\boxed{AC = 2.3}\)

Step-by-step explanation:

AD = BD  (CD bisects AB means that it divides the line into two equal parts)

So,

AD = BD = AB/2

So,

AD = 3/2

AD = 1.5

Now, Finding AC using Pythagorean Theorem:

\(c^2 = a^2+b^2\)

Where c is hypotenuse (AC), a is base (AD) and b is perpendicular (CD)

\(AC^2= (1.5)^2+(\sqrt{3} )^2\)

\(AC^2 = 2.25 + 3\)

\(AC^2 = 5.25\)

Taking sqrt on both sides

\(AC = 2.3\)

Answer:

\(\boxed{2.29}\)

Step-by-step explanation:

The length of AB is 3 units.

The length of CD is \(\sqrt{3}\) units.

D is the mid-point of points A and B.

AD is half of AB.

\(\frac{3}{2} =1.5\)

Apply Pythagorean theorem to solve for length of AC.

\(c=\sqrt{a^2 +b^2 }\)

The hypotenuse is length AC.

\(c=\sqrt{1.5^2 +(\sqrt{3}) ^2 }\)

\(c=\sqrt{2.25+3 }\)

\(c=\sqrt{5.25}\)

\(c= 2.291288...\)

A unit fraction is a fraction with the numerator equals 1.

So, in order to have the fraction 4/5, we can multiply the number in the numerator by a unit fraction with the same denominator:

So the first blank space is filled with 4 and the second one with 1/5.

Answer:

7.)44 degrees

8.)133 degrees

9.)I think it is 15 degrees

10.)46 degrees

Step-by-step explanation:

7.)79-35=44

8.) 179-46=133

9.) I'm not actually sure

10.)X+55+x+115=152

    A.)2x + 170 = 152

    B.)2x = -18

    C.)X=-9

    D.)(-9)+55=46

Decimals can be written in fraction form. To convert a decimal to a fraction, place the decimal number over its place value. For example, in 0.6, the six is in the tenths place, so we place 6 over 10 to create the equivalent fraction, 6/10. If needed, simplify the fraction.

Answer:

Domain = (-5,1,3)

Range = ( -4,-2,0,2,4)

This is not a function

Step-by-step explanation:

Domain = (-5,1,3)

Range = ( -4,-2,0,2,4)

Since one x value gives two points for y

this is not a function