Brigid has a 25-foot ladder she will use to paint the side of her house. What angle does the ladder need to make with house so she can reach 18 feet up the side of her house

The speed of travel will be 4 m/s.

The formula for distance travelled in nth second is given by, Sn = u + a (n – ½).

The body's total distance travelled is equal to the sum of the 10 m it covered in the first five seconds and the 30 m it covered in the following five seconds. The total distance covered is 40 metres. This can be divided by the duration to determine the average speed. Therefore, the average speed is 4 m/s.

Total distance=10+30=40

speed=distance/time=40/10=4m/s

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Answer:

Approx 3.92

Step-by-step explanation:

[tex](x- (\frac{-5+71i }{4}))[/tex] and [tex](x- (\frac{-5-71i }{4}))[/tex] are factors of the quadratic expression.

2x^2 + 5x + 12

Consider given quadratic expression.

2x^2 + 5x + 12

Let f(x) = 2x^2 + 5x + 12

Assume f(x) = 0

2x^2 + 5x + 12 = 0

using the Quadratic Formula where

a = 2, b = 5, and c = 12

[tex]x = \frac{-b\pm \sqrt{b^2 - 4ac} }{2a} \\\\\\x = \frac{-5\pm \sqrt{5^2 - 4(2)(12)} }{2\times2} \\\\\\x = \frac{-5\pm \sqrt{25 - 96} }{4} \\\\\\x = \frac{-5\pm \sqrt{-71} }{4}[/tex]

The discriminant b^2 - 4ac < 0.

So, there are two complex roots.

[tex]x = \frac{-5\pm71i }{4}[/tex]

This means, [tex](x- (\frac{-5+71i }{4}))[/tex] and [tex](x- (\frac{-5-71i }{4}))[/tex] are factors.

2x^2 + 5x + 12

=  [tex](x- (\frac{-5+71i }{4}))[/tex] × [tex](x- (\frac{-5-71i }{4}))[/tex]

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Answer:

--------------------------------------------------

Permutation of 5 mountain photographs:

Since all are next to each other, the mountain photographs count as one item along with the other 3 + 4 = 7 photographs and therefore the permutation for this is:

Total arrangements is:

The dimensions of the building are (x² - 2)(5x + 4). The result is obtained by using the expression for the dimensions.

Grouping is a specific technique used to factor polynomial equations. You can use it with quadratic equations and polynomials that have four terms. The method is slightly different.

Here is how to factor by grouping:

The area of the new high school building in a rectangular shape is 5x³ + 4x² - 10x - 8. Factor by grouping to find the dimensions!

Follow the steps on how to factor by grouping.

5x³ + 4x² - 10x - 8

= (5x³ + 4x²) - (10x - 8)

= x²(5x + 4) - 2(5x - 4)

= (x² - 2)(5x + 4)

Hence, the dimensions of the building are (x² - 2)(5x + 4).

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The area of the circle is A. 3 square units

The formula for determining the area of a circle is expressed as;

A = πr² or 1/4πd²

Given that;

Also, the formula for calculating the radius of a circle is given as;

Radius = diameter/2

Substitute the value, we have;

Radius = 2/2

Radius = 1

Substitute the value into the formula

Area, A = 3. 14 × (1)²

Find the square

Area, A = 3. 14 square units

Hence, the value is 3 square units. Option A

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The complete question

Estimate the area of the circle, given the diameter as 2 unit. Round to the nearest whole number. A) 3 square units B) 6 square units C) 9 square units D) 12 square units

The measure of angle E if The measure of angles is 2x + 13, 11x - 6 and 89°, is 37°.

An angle is a figure in Euclidean geometry made up of two rays that share a common terminal and are referred to as the angle's sides and vertices, respectively. Angles created by two rays are in the plane where the rays are located. The meeting of two planes also creates angles.

Given:

The measure of angles is 2x + 13, 11x - 6 and 89°,

Use the exterior angle theorem and find the value of x as shown below,

2x + 13 + 89 =  11x - 6

2x + 102 = 11x - 6

9x = 108

x = 12

Thus, the measure of ∠ E = 2 × 12 + 13

∠ E = 24 + 13

∠ E = 37°

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Answer: 8 miles

Step-by-step explanation:

1.25m+6=2m

--1.25m. -1.25m

6=.75

6/.75m=8 mile

s

On solving the provided question, we can say that Probability ( At least one of the students is a senior) = 0.4632 approx

Probability theory, a subfield of mathematics, gauges the likelihood of an occurrence or a claim being true. An event's probability is a number between 0 and 1, where approximately 0 indicates how unlikely the event is to occur and 1 indicates certainty. A probability is a numerical representation of the likelihood or likelihood that a particular event will occur. Alternative ways to express probabilities are as percentages from 0% to 100% or from 0 to 1. the percentage of occurrences in a complete set of equally likely possibilities that result in a certain occurrence compared to the total number of outcomes.

P(All four players are senior) = 0.00033 approx

P(There is one each: freshman, sophomore, junior and senior) = 0.0944 approx.

P(There are 2 sophomores and 2 freshman) = 0.0568  approx

P( At least one of the students is a senior) = 0.4632 approx

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The equation of the line that passes through the points (−8, −10) and (6, 3)in slope-intercept form is y = (13/14) x - 18/7.

The equation of a line can be expressed in three different forms: standard form, slope-intercept form, and point-slope form.

The slope-intercept form of the equation of a line is given by the formula:

y = mx + b

where m is the slope of the line

b is the y- intercept

Given the two points, (−8, −10) and (6, 3), get the slope of the line using the formula:

m = (y₂ - y₁) / (x₂ - x₁)

m = (3 - -10) / (6 - -8)

m = 13 / 14

Using the slope-intercept form, plug in the value of the slope and one point to determine the y-intercept, b.

y = mx+ b

-10 = (13/14)(-8) + b

b = -18/7

Substitute the value of the slope and y-intercept in the slope-intercept form.

y = mx + b

y = (13/14) x - 18/7

Hence, the equation of the line in slope-intercept form is y = (13/14) x - 18/7.

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The example of Quadrant 2 is (-1, 1)

The term quadrant in math is called as the coordinate plane is divided into four equal parts by the intersection of the x-axis such as the horizontal number line and the y-axis such as the vertical number line.

Here we have to give the example for quadrant 2.

In order to find the example, first we have to know the definition and properties of quadrant 2.

The quadrant 2 is placed on the upper left quadrant is the second quadrant, denoted as Quadrant II and the value of the x-axis has negative numbers and the value of y-axis has positive numbers.

Therefore, the resulting coordinate for Quadrant 2 is written as,

=> (-1, 1)

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Answer:

Step-by-step explanation:

a.50%=[tex]\frac{1}{2}[/tex]

b.so 50% of 188 means 188·[tex]\frac{1}{2}[/tex]=94

answer is 94

The graph best represents a function with a domain of all real numbers greater than or equal to 1 and less than or equal to 2 are area between equation x + y [tex]\geq[/tex] 1 and x + y [tex]\leq[/tex] 2 .

The collection of all potential inputs for a function is known as its domain. For instance, the domain of f(x)=x2 is all real numbers, and the domain of g(x)=1/x is all real numbers other than x=0.

The real numbers are all the numbers that make up the real number line, per definition. Thus, all real numbers can be graphed by simply drawing a number line. The number line is a graph of all real numbers since it contains all of the rational numbers.

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The result of the operation between two mixed numbers are listed below:

Mixed numbers are real numbers with special notation to transform improper fractions into a combination of integers and fractions. That is:

a b / c = a + b / c

Where a, b, c are integers and c is a non-zero number.

The procedure to simplify the operation is described below:

Case 1

1 3 / 8 ÷ 1 4 / 9

(1 + 3 / 8) ÷ (1 + 4 / 9)

(11 / 8) ÷ (13 / 9)

(11 / 8) / (13 / 9)

99 / 104

Case 2

2 1 / 3 ÷ 1 3 / 4

(2 + 1 / 3) ÷ (1 + 3 / 4)

(7 / 3) ÷ (7 / 4)

(7 / 3) / (7 / 4)

28 / 21

4 / 3

Case 3

4 1 / 5 ÷ 3 1 / 2

(4 + 1 / 5) ÷ (3 + 1 / 2)

(21 / 5) ÷ (7 / 2)

42 / 35

6 / 5

Case 4

5 1 / 5 ÷ 2 1 / 2

(5 + 1 / 5) ÷ (2 + 1 / 2)

(26 / 5) ÷ (5 / 2)

(26 / 5) / (5 / 2)

52 / 25

Case 5

9 1 / 2 ÷ 9 4 / 6

(9 + 1 / 2) ÷ (9 + 4 / 6)

(19 / 2) ÷ (58 / 6)

114 / 106

57 / 53

Case 6

2 2 / 10 ÷ 6 2 / 3

(2 + 2 / 10) ÷ (6 + 2 / 3)

(22 / 10) ÷ (20 / 3)

(22 / 10) / (20 / 3)

(66 / 200)

33 / 100

Case 7

2 1 / 4 ÷ 4 1 / 2

(2 + 1 / 4) ÷ (4 + 1 / 2)

(9 / 4) ÷ (9 / 2)

(9 / 4) / (9 / 2)

18 / 36

1 / 2

Case 8

2 2 / 3 ÷ 1 2 / 3

(2 + 2 / 3) ÷ (1 + 2 / 3)

(8 / 3) ÷ (5 / 3)

(8 / 3) / (5 / 3)

8 / 5

Case 9

5 3 / 5 ÷ 1 2 / 5

(5 + 3 / 5) ÷ (1 + 2 / 5)

(28 / 5) ÷ (7 / 5)

(28 / 5) / (7 / 5)

28 / 7

4

Case 10

4 2 / 3 ÷ 3 1 / 2

(4 + 2 / 3) ÷ (3 + 1 / 2)

(14 / 3) ÷ (7 / 2)

(14 / 3) / (7 / 2)

28 / 21

4 / 3

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The domain of a composite function is the set of all possible inputs for both functions, and the range is the set of all possible outputs.

A composite function is the combination of two or more functions. The domain of a composite function is the set of all possible inputs for both functions. This means that the domain is the set of all the possible inputs that can be used in either of the functions that make up the composite function. The range of a composite function is the set of all possible outputs. This means that the range is the set of all the possible outputs that can be obtained by the combination of the two or more functions. When graphing a composite function, it is important to remember that the domain and range of the composite function are the union of the domain and range of the individual functions in the composite function. The domain and range of a composite function can be determined by first determining the domains and ranges of the individual functions and then combining them.

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Solutions of a system of  an equations are given with the  values of the variables which  make all the equations true in which a solution of a system of given two linear equations is represented in  an ordered pair (x, y) as explained with example below:

An example of a system of two linear equations in an ordered pair , in order  to show the two equations that  are arranged  together to form a system of equations in an linear form .

let  , 2x + y = 7,

x- 2y = 6

A linear equation which consists of  two variables, as  2x + y = 7, has an infinite number of solutions. in which the  graph of a equation  is a line. we know that every point on the line is a required solution to the equation and every solution of an  equation is a point on the line.

To solve a system of two linear equations in an ordered pair , we want to find the values to particular  variables that are solutions to both  linear equations. In other words, we are expecting  for the ordered pairs (x, y) that make both equations valid . These type of equations are known as  solutions to a system of equations.

hence , the solutions of a system of equations are the values of the variables that make all the valid and obeyed equations are  true.  and solution of a system of two linear equations is represented always in an  ordered pair (x, y) .

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Answer:

The values are 13 and 1

I hope this is correct

The answer of Coin word problem is Sarah has 425 quarters.

There are often two different equation types in coin word problems. The total number of coins is described by one equation, while the total amount of money is described by the other equation. However, let's choose some variables that will represent the problem's unknown values before we begin creating our equations.

Word Problems, also known as story problems, can be found in both daily life and the Common Core State Standards for every school level,  

Let q  be the number of quarters and d  be the number  of dimes

Then we are doing as :

q  +  d    =  600  →   d = 600  - q    (1)

0.25q + 0.10d  = 123.75      (2)

Sub (1)  into (2)  for d

0.25q + 0.10 ( 600 - q)   = 123.75    

simplify,

0.25q + 60  -0.10q  =  123.75

0.15q + 60 = 123.75    (subtract 60 from both sides)

0.15q  =  63.75     ( divide both sides by  0.15)

q = 425

Therefore, she has  425 quarters

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The frequency table for the given data is shown above.

A table drawn up to show the distribution of the frequency of occurrence of a given characteristic according to some specified set of class intervals.

Given is the age of people waiting in line for a movie as -

12, 27, 15, 31, 6, 45, 65, 55, 10, 49, 6, 8

Arrange the data in ascending order -

6, 6, 8, 10, 12, 15, 27, 31, 45, 49, 55, 65

INTERVALS                      FREQUENCY

0 - 10                                       4  

11 - 20                                      2  

21 - 30                                     1

31 - 40                                     1

41 - 50                                     2

51 - 60                                     1

61 - 70                                      1

Therefore, the frequency table for the given data is shown above.

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Answer:

1/2

Step-by-step explanation:

You are comparing ponies to sheep, so you put the ponies on top(3)

and the sheep on the bottom(6)

3/6 reduces to 1/2

The equation representing the asked situation is (9 - 2.5) = 6.5

An equation is a mathematical statement that shows that two mathematical expressions are equal.

Given that, The temperature in Knowlton is 2.5 C colder than the terminal Elmwood.

We know, that, if temperature is colder in any area A than another area B then, A will have less temperature than B.

Therefore, temperature in Knowlton is less than that of in Elmwood.

Therefore, if the temperature in Elmwood is 9 the temperature in Knowlton will be 9-2.5 = 6.5

Hence, the required equation is  9-2.5 = 6.5

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To verify the inverse we can use Horizontal Line Test.

Suppose F is a function.

F does not have an inverse if any horizontal line crosses the graph of f more than once. If no horizontal line crosses the graph of F more than once, then F does have an inverse. In mathematics, having an inverse is a very significant quality, and it has a name.

If and only if a function f has an inverse, then it is one-to-one. The following definition, which is also the one that is most frequently used, is equivalent. If f(a) = f(b) implies a = b for all a and b in its domain, then a function f is one-to-one.

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Ratios express the relationship between two or more quantities, they can be expressed in different forms such as 6:12, 42:12 and 3:1, 10:10, 100:10, and 10:1, 24:36 and 2:3.

1. 6 Weeks to 12 days:

2. 10 decimeters to 10 centimetres:

3. 4 days to 36 hours:

4. 4 months to 8 weeks:

5. 30 seconds to 6 minutes:

6. 24 girls to 16 boys:

7. 12 mangoes to 36 fruits:

8. 2 years to 36 months:

9. 45 points to 9 games:

10. 468 students for 9 classrooms:

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According to the given algebra Darla is 17 years old and Maria is 30 years old.

Numbers, parameters, constants, expressions, equations, linear equations, and quadratic equations are all part of the fundamentals of algebra. Additionally, the algebraic expressions contain the fundamental arithmetic operations of addition, subtraction, multiplication, as well as division.

Maria is 4 years younger than Don,

thus if Don is x years old, then Maria is x years younger. (2x-4)

If their ages added together equal 47,

then x + (2x-4) = 47

Solving for x, then determining Maria's age (2x-4)

3x=47+4

3x=51

x=51/3

x=17 years

Maria's age=2*17-4=30 years

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Answer:

Eva spends £35 in a month.

Step-by-step explanation:

We know that Eva gets £42 a month for her allowance and for every £5 she spends, she saves £1.

We are looking to find out how much money does she spend in a month.

To calculate this, we can use the following formula:

Spent money = Allowance - (Allowance / (5 + 1))

Plugging in the known values:

Spent money = 42 - (42 / (5 + 1))

Spent money = 42 - (42 / 6)

Spent money = 42 - 7

Spent money = 35

So, Eva spends £35 in a month.

Answer:

Pitcher 2

Step-by-step explanation:

Pitcher 1  = 4 x 1.25 = 5ml concentration

Pitcher 2 = 5 x 2 = 10ml concentration

therefore, pitcher 2 has more concentration :)

hope this helped

a. 26%

sorry if wrong...

Answer:

80

Step-by-step explanation:

[tex]6\frac{2}{3} *12[/tex]

First, write the fractions as improper fractions.

[tex]\sf\frac{20}{3} *\frac{12}{1}[/tex]

Multiply.

[tex]\sf\frac{240}{3}[/tex]

Divide.

80

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{6\dfrac{2}{3}\times 12}[/tex]

[tex]\mathsf{= \dfrac{6\times3+2}{3}\times\dfrac{12}{1}}[/tex]

[tex]\mathsf{= \dfrac{18 + 2}{3} \times\dfrac{12}{1}}[/tex]

[tex]\mathsf{= \dfrac{20}{3} \times\dfrac{12}{1}}[/tex]

[tex]\mathsf{= \dfrac{20\times12}{3\times1}}[/tex]

[tex]\mathsf{= \dfrac{240}{3}}[/tex]

[tex]\mathsf{= 240\div 3}[/tex]

[tex]\mathsf{= 80}[/tex]

[tex]\huge\text{Therefore, your answer should be:}[/tex]

[tex]\huge\boxed{\mathsf{80}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

The value of a is zero.

Now, According to the question:

The given equation is:

a + 5 = -5a + 5

To solve the above equation:

Subtract 5 on both sides

a + 5 - 5 = -5a + 5 - 5

a = -5a

Add 5a on both sides:

6a = 0

Divide both sides by 6

a = 0

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The complete question is this:

How do you solve a + 5 = -5a + 5

Answer: The Answer is false!

Step-by-step explanation:

The area of a rectangle is found by multiplying the length by the width.