Ahmad travelled 1/4 of a journey by Train X, 3/4 of the remainder by Train Y and the remaining 10km by Train Z. a) How far did Ahmad travel by Train Y? b) What was the total distance that Ahmad travelled?

Using the Mean and median formulae ,

The difference between the mean and median score of the students' scores on this quiz is 3.

Mean : The mean is the number which we get by dividing the sum of a set of values by the number of values in the set.

Median: the median is the middle number in a set of values when those values are arranged in either ascending or descending order.

let us consider there are a total 100 students.

and X denotes the marks obtained by students.

We have given that,

10% of student scored 70 points i.e.,

P(X=70) = 10% of 100 = 10

35% of students scored 80 points i.e., number of students whose obtained 80 points

= 35% of 100 = 35

30% of students scored 90 points , number of students whose obtained 90 points

= 30% of 100 = 30

remained ( 25%) of students scored 100 points

= 100 - 10 - 35 - 30 = 25

total marks obtained by students

= 80+70+90+100

= 340

Mean of score of students'scores on the quiz

= (70×10+ 80×35 + 90×30 + 100×25)/100 = 87

when we arranged the in ascending students in order , the 50th and 51th student lies in middle and marks obtained by both (50th and 51th) is 90 points .

So, Median score of the students' scores on this quiz = 90

Now, we shall calculate the difference between mean and median of score of the students' scores on this quiz which is equal to( 90 -87)

= 3

Hence, difference between the mean and median score of the students' scores on this quiz = 3

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Answer:

Find the area of both the square and circle and subtract the circle’s area from the square’s

Step-by-step explanation:

Answer:

yes

Step-by-step explanation:

Answer:

4 sqr 465 = 86.2554346114

Step-by-step explanation:

   Isolate the radical on one side of the equation.

   Raise both sides of the equation to the power of the index.

   Solve the new equation.

   Check the answer in the original  

for example

3sqr3x-5-8=4

3sqr3x-5=12

sqr3x-5=4

(sqr3x-5)^2 = (4)^2

3x - 5 = 16

3x=21

x = 7

Answer:

2x2 = 4 + 2 = 6.

Step-by-step explanation:

The angle between the stick and the base of the box is 77. 9 degrees

To determine the angle between the stick and the base, we have to know the trigonometric identities.

These identities are;

From the information given, we have;

sin A = FB/AB

Given that;

GB = 14.5cm

AB = 18. 6cm

substitute for the length of the sides, we have;

sin A = 14.5/18. 6

Divide the values, we have;

sin A = 0. 7796

Find the inverse sine

A = 77. 9 degrees

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Algebra acts as a tool to improve communication by providing a standardized language to express mathematical ideas and concepts. It allows people to communicate complex mathematical relationships and formulas in a concise and precise manner.

Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols. It provides a standardized language for expressing mathematical ideas and concepts, making it easier for individuals to communicate complex mathematical relationships and formulas in a concise and precise manner.

For example, instead of describing a mathematical relationship using words, algebraic notation can be used to represent the relationship using mathematical symbols, making it easier to understand and communicate. This standardized language also allows for greater consistency and accuracy when communicating mathematical ideas, reducing the potential for misunderstandings.

Algebra also plays a significant role in facilitating the sharing and understanding of mathematical concepts and problem-solving strategies. Through the use of algebraic notation, individuals can communicate mathematical ideas and solutions to problems, making it easier for others to understand and learn from them.

This, in turn, promotes collaborative learning and helps to foster a sense of community around mathematical knowledge. Additionally, the use of algebraic notation enables individuals to identify commonalities in mathematical concepts and problem-solving strategies, allowing them to build on each other's ideas and develop new approaches to problem-solving. Thus, algebra acts as a tool to improve communication and facilitates the sharing and understanding of mathematical knowledge, enabling individuals to learn from each other and achieve the kind of freedoms they are interested in.

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The equation has x = 2 and x = 5. A valid solution for x is x = 5

From the question, we have the following parameters that can be used in our computation:

√(x - 1) - 5 = x - 8

Add 5 to both sides

This gives

√(x - 1)  = x - 3

Square both sides

So, we have the following representation

x - 1 = x² - 6x + 9

Evaluate the like terms

x² - 7x + 10 = 0

This gives

(x - 2)(x - 5) = 0

Solve for x

x = 2 and x = 5

Testing the solutions, we have

√(2 - 1) - 5 = 2 - 8

-4 = -6 ---- falsee

√(5 - 1) - 5 = 5 - 8

-3 = -3 ---- true

Hene, the valid value of x is 5

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The number of bags that the truck can move is given as follows:

31 bags.

(plus one extra package of 175 lbs).

The number of bags that the truck can move is obtained applying the proportions in the context of the problem.

The total weight that the truck can carry is given as follows:

4675 lbs.

Each bag has 150 lbs, hence the number of bags needed is given as follows:

4675/150 = 31 bags (rounded down).

The remaining weight will go into the extra package of 175 lbs.

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The formula for the final velocity,\(v_{f}\) , in terms of initial velocity, vi, acceleration, a, and time, t is given by \(V_{f}=at+V_{i}\)

A =\((V_{f}-V_{i} )/t\)  You can put \(1\) under A and then cross multiply.

\(at =V_{f} -V_{i}\)

Get \(V_{f}\)  by adding  \(V_{i}\) in both sides of the equation.

\(at+V_{i} =V_{f}\)

                                                OR

The final speed \(V_{f}\) in terms of other parameters is given by the relation \(V_{f}\)\(=at+V_{i}\)

How to calculate the acceleration of an object?

Mathematically, acceleration is calculated using this formula:

\(a=(V_{f}-V_{i} )/t\)

Where:

Making \(V_{f}\) the subject of the formula, we have:

\(at =V_{f} -V_{i}\)

\(V_{f} =V_{i} +at\)

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Answer:

a) y = -2/5x + 3   b) (20, 19)

Step-by-step explanation:

a) slope of PQ => 24-9/22-16 = 15/6 = 5/2

perpendicular line have negative reciprocal slope = -2/5

substitute the new slope -2/5(m) and (5, 1) into the equation: y = mx + c  to find the value of c

=> 1 = -2/5(5) + c

=> c = 3

plug in both the slope -2/5(m) and b = 3 into the equation: y = mx + c

=> y = -2/5x + 3

b) (2/3(22 -16), 2/3(24 - 9))=> (4, 10)

(16, 9) + (4, 10) = (20, 19)

Answer:

12

Step-by-step explanation:

if I have 1 foot and I split it into 3 sections (1/3 of a sandwich) I would have 3 servings, because I have 4 feet I have to time 3 times 4, which equals 12

Answer:

36

Step-by-step explanation:

If Latanya receives 60 rewards points just for signing up. She earns 9.5 points for each visit to the movie theater. She needs 117 points for a free movie ticket. Then 6 visits Latanya has to make to earn a free ticket.

What is slope intercept form of line?

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

Given that,

Latanya has 60 rewards points just for signing up.

For each visit to theatre she earns 9.5 points.

To get free ticket she needs 117 points.

We need to find how many visits she has to do to get free ticket.

We use Linear equation to solve this

Let y = total number of rewards points

x = number of visits to the movie theater

m=Points for each visit

y=mx+b

117=9.5x+60

Subtract 60 on both sides

117-60=9.5x

57=9.5x

x=6

Hence she has to make 6 visits to earn a free ticket.

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Answer:

6   x=6

Step-by-step explanation:

Answer: 2(11-6) + 3/4

Step-by-step explanation:

2(11-6) + 3/4

Answer:

Step-by-step explanation:

We assume you want to evaluate the equation ...

  T = 32 +1.8t

for t = -8 2/3 and t = 8 2/3

The evaluation involves addition and multiplication, both of which are closed for all real numbers, which includes all rational numbers. The equation works for any rational numbers.

Your examples:

  T = 32 +1.8(-8 2/3) = 32 -15.6 = 16.4 . . . . the equation works

  T = 32 +1.8(8 2/3) = 32 +15.6 = 47.6 . . . . the equation works

_____

Additional comment

Some calculators play nicely with decimals and mixed numbers.

The product 1.8(8 2/3) can be found as ...

  (1.8)(8 2/3) = 1.8(26/3) = 0.6(26) = 15.6

Answer:

3,020

Step-by-step explanation:

Hope this helped :D or do you need more info?

Answer:

(a) 42000000 cubic feet

(b) 552000 square feet

Step-by-step explanation:

base side length, a = 600 feet

slant height , L = 460 feet

height, h = 350 feet

(A) Volume of the hotel is

\(V =\frac{a^2h}{3}\\\\V =\frac{600\times600\times350}{3}\\\\V = 4.2\times 10^7 feet^3\)

(B) Lateral surface area is

A = 2 a L

A = 2 x 600 x 460

A = 552000 square feet

Answer:

Curtis: 12;

Tracy: 49;

Clyde:59

Step-by-step explanation:

x+2x+25+2x+35=120;

5x+60=120;

curtis: x=12;

Tracy: 2x+25=49;

Clyde:49+10=59

Given that there are 5:12 odds that Jeff’s socks are clean after a day at work on the construction site.

This means there are 5 chances that socks are clean and 12 chances that socks are not clean. There are total of 17 chances.

The probability that socks are clean after work is equal to the chances that socks are clean divided by all chances. that is 5/17.

The probability that the socks are not clean is 12/17. The probability that socks are not clean for 2 days in a row will be:

the probability that Jeff has clean socks all workweek (monday-friday) is given below:

a) 20(x)=y

b) $120

Let x= number of hours

Let y= Cost of labor

20 will remain constant, what matters is how many hours are being worked. If it's $20 per hour then it's safe to assume 1 hour is 20 dollars worth of labor. Due to it being per hour you have to multiply the rate by however many hours worked to get your final cost.

The derivative of the function y = ∫3 sin4 t dt using Part 1 of the Fundamental Theorem of Calculus is 12sin3(3).

Part 1 of the Fundamental Theorem of Calculus states that if the function f(x) is continuous on the closed interval [a,b] and F(x) is the antiderivative of f(x), then the definite integral of f(x) from a to b is equal to F(b) - F(a). In other words,
∫a^b f(x) dx = F(b) - F(a)
Using this theorem, we can find the derivative of y = ∫3 sin4 t dt as follows:

Let F(t) be the antiderivative of sin4 t, i.e., F(t) = -(1/4)cos4t. Then, using the chain rule, we have
y = ∫3 sin4 t dt = F(3) - F(0) = -(1/4)cos4(3) + (1/4)cos4(0)
Differentiating with respect to t, we get
y' = d/dt [- (1/4)cos4(3) + (1/4)cos4(0)]
  = (1/4)(-4sin4(3) + 0)
  = -sin4(3)
  = 12sin3(3)
In case, y = ∫3 sin^4(t) dt. We want to find the derivative of y with respect to t, which is y'(t). According to Part 1 of the Fundamental Theorem of Calculus, we can directly find the derivative by considering the integrand as a function of t. So, y'(t) = 3sin^4(t).
So, the derivative of the function y with respect to t is y'(t) = 3sin^4(t).

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Answer:

x+10=55

x=45

Step-by-step explanation:

x+10=55

x=45

x=45 and the equation is (x+10)=55

Answer:

1.First set them equal to each other

(x+10)=55

2. Then minus 10 from both sides

x+10=55

-10. -10

x=45

The solution to the expression 4+(−634) is -630

From the question, we have the following parameters that can be used in our computation:

4+(−634)

Rewrite the expression properly

So, we have the following representation

4 + (−634)

Remove the bracket in the above expression

This gives

4 + (−634) = 4 - 634

Evaluate the difference

4 + (−634) = -630

Hence, the solution is -630

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Answer:

please add a picture or the rest pf the question and i might be able to help thank you :)

Step-by-step explanation:

Answer: D

Explanation: y = 5x + 8

PLz mark brainliest:)

Answer:

12x²y(2xy - 1)

Step-by-step explanation:

Given

24x³y² - 12x²y ← factor out 12x²y from each term

= 12x²y(2xy - 1)

Answer:

y=-9x-10

Step-by-step explanation:

First, start by putting the first equation into slope intercept form:

y=-9x+5

We know that in the standard slope intercept formula (y=mx+b), m is the slope and b is the y intercept. Thus, line with the same slope as the one above would have a slope of -9.

To have the same y intercept as y=-8x-10, the y intercept would have to be -10.

Therefore, the formula would be y=-9x-10

Answer:

y = - 6/5x + 8/9

Step-by-step explanation:

For this case we have that by definition, the equation of the line of the slope-intersection form is given by:

Where:

m: It is the slope of the line

b: It is the cut point with the y axis

We have the following equations:

Equation 1:

By definition, if two lines are perpendicular then the product of their slopes is -1:

Equation 2:

Finally, the requested equation is:

Answer:

25+3b/4

Step-by-step explanation:

9+7 because 9 is how many miles the first guy biked in 45 minutes and the 7 is how many miles apart they were in the first place.

9+7+9+3b/4

Step-by-step explanation:

Answer:

X = i don't know

Y = 50°

Step-by-step explanation:

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