PLS HELP FAST!!
During a snowstorm, Lucy tracked the amount of snow on the ground. When the storm began, there were 4 inches of snow on the ground. For the first 2 hours of the storm, snow fell at a constant rate of 3 inches per hour. The storm then stopped for 5 hours and then started again at a constant rate of 1 inch per hour for the next 7 hours. Make a graph showing the inches of snow on the ground over time using the data that Lucy collected.
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Hope this helped
Related Questions
How do u write Nineteen million three hundred thousand twenty five and twenty two hundredths
Answers
All edges of a cube are expanding at a rate of 2 centimeters per second.
(a) How fast is the volume changing when each edge is 3 cm? All edges of a cube are expanding at a rate of 2 cm/s.
(b) How fast is the volume changing when each edge is 13 cm(s)?
Answers
Therefore, the volume is changing at a rate of 54 cm3/s when each edge is 3 cm and at a rate of 1014 cm3/s when each edge is 13 cm.
The volume of a cube is given by the formula V = e3, where V is the volume and e is the length of each edge. Therefore, the rate of change of the volume with respect to the edge length is given by the derivative of the volume with respect to the edge length:
dV/de = 3e2
Since the edges are expanding at a rate of 2 cm/s, we can use the chain rule to find the rate of change of the volume with respect to time:
dV/dt = dV/de × de/dt = 3e2 × 2 = 6e2
(a) When each edge is 3 cm, the rate of change of the volume is:
dV/dt = 6(3)2 = 6(9) = 54 cm3/s
(b) When each edge is 13 cm, the rate of change of the volume is:
dV/dt = 6(13)2 = 6(169) = 1014 cm3/s
Therefore, the volume is changing at a rate of 54 cm3/s when each edge is 3 cm and at a rate of 1014 cm3/s when each edge is 13 cm.
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Which answers describe the shape below? Check all that apply.
O A. Trapezoid
O B. Parallelogram
O c. Square
D. Quadrilateral
E. Rhombus
F. Rectangle
Answers
Answer:
Square, Quadrilateral, Rhombus, Rectangle
Step-by-step explanation:
PLS HURRY FOR 80 POINTS Triangle XYZ is drawn with vertices X(4, −5), Y(6, −1), Z(10, −8). Determine the line of reflection if X′(4, 5).
y-axis
x-axis
y = 1
x = −4
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Answer: a
Step-by-step explanation:
Can someone help with this
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Answer:
The missing angle is 50 degrees.
Answer:
50°
Step-by-step explanation:
Knowing that this is a parallelogram, you can infer that the adjacent angles of the polygon must add up to 180 degrees by definition. Using what is given, you would take \(180 - 130\) to get your answer, \(50\)°.
Hoped this helped!
A wet sock is stuck onto the inner wall of a washing machine drum as it rotates at a steady speed the graph shows the sock displacement y, in inches, from the center of the drum, for a given number of seconds, X what is the diameter of the washing machine drum?
Answers
The diameter of the washing machine which is equivalent to the wavelength using the graph above would be = 2.5in.
How to determine the diameter of the washing machine's drum?To calculate the diameter of the washing machine drum, the formula that should be used is given below as follows;
V = fλ
where
V = displacement/time
F = 1/T
But;
Displacement = 10 in
Time = 2 seconds
V = 10/2 = 5 in/s
F = 1/2 = 0.5
λ = 5/0.5 = 2.5in
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Find x if a = 13 and C = 47.
a in:
2 111.
Answers
Answer:
45 or two decimal points 45.167.
Step-by-step explanation:
So you're using the Pythagorean theorem which is a^2 + b^2 = c^2... so if you dont have b you can manipulate the equation. That equation is c^2 - a^2= b^2, so you square 47 which is 2209 and then square 13 which is 169... you do 2209-169 and that equals 2040, then you do the square root of that which is 45.166359 that can be
ALL CREDT TO
MariettaO [177] on https://answer.ya.guru/questions/5729132-find-x-if-a-13-and-c-47-need-help.html
A certain disease has an incidence rate of 0.3%. If the false negative rate is 6% and the false positive rate is 4%, compute the probability that a person who tests positive actually has the disease.
Answers
The probability that a person who tests positive actually has the disease is 0.012%
How to determine the probability?From the question, we have the following parameters that can be used in our computation:
Incidence rate = 0.3%False negative rate = 6%False positive rate = 4%The probability that a person who tests positive actually has the disease is represented as
Probability = Incidence rate * False positive rate
Substitute the known values in the above equation, so, we have the following representation
Probability = 0.3% * 4%
Evaluate the products
Probability = 0.012%
Hence, the probability is 0.012%
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Select the correct answer.
What is the measure of the indicated central angle ?
A.
60°
B.
None of the above
C.
20°
D.
80°
E.
40°
Answers
Answer: E
Step-by-step explanation:
Dustin went out for a walk with some friends. After a few minutes of walking, he suddenly realized he had left his wallet behind. He ran back to his house to get it, then had to run to catch up with his friends. Choose the graph below that models Dustin’s distance from home. * A. B. C.
Answers
Answer:
a
Step-by-step explanation:
Someone help with this equation
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The answer is:
g(x + 1) = 6x + 1
g(4x) = 24x -5
Work/explanation:
To evaluate, I plug in x + 1 into the function:
\(\sf{g(x)=6x-5}\)
\(\sf{g(x+1)=6(x+1)-5}\)
Simplify
\(\sf{g(x+1)=6x+6-5}\)
\(\sf{g(x+1)=6x+1}\)
------------------
Do the same thing with g(4x)
\(\sf{g(4x)=6(4x)-5}\)
\(\sf{g(4x)=24x-5}\)
Hence, these are the answers.
solve using a system of equations: ellen wishes to mix candy worth $1.70 per pound with candy worth $2.50 per pound to form 40 pounds of candy worth $2 per pound. How many pounds of the more expensive candy should she use?
Answers
Answer:
15 pounds
Step-by-step explanation:
let 'x' = $1.70 candy
let 'y' = $2.50 candy
System:
x + y = 40
1.7x + 2.5y = 40(2)
let 'x' = '40-y'
now substitute '40-y' for 'x' to get:
1.7(40-y) + 2.5y = 80
68 - 1.7y + 2.5y = 80
-1.7y + 2.5y = 12
0.8y = 12
y = 12/0.8
y = 15
check:
1.7(25) + 15(2.5) should equal 80
80 = 80
find the order of the group generated by a and b under matrix multiplication (use the convention a^n b^m)
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The order of the group generated by a and b under matrix multiplication is a^2b^3.
Start with the identity matrix:
I = [1 0 ; 0 1]
Multiply it by a:
a*I = [1 1; 0 1]
Multiply it by b:
b*a*I = [1 2; 0 1]
Multiply it by a:
a*b*a*I = [2 3; 0 1]
Multiply it by b:
b*a*b*a*I = [2 5; 0 1]
Multiply it by a:
a*b*a*b*a*I = [4 3; 0 1]
Therefore, the order of the group generated by a and b is a^2b^3.
The order of the group generated by a and b under matrix multiplication is a^2b^3.
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Please help questions is down below.
Please answer all!
No bots pls!!!!!! Ill give brain thing
Answers
Question 2: 19/24 (not completely sure)
Question 3: 11/21
2. 2 1 1 3
5' 4210
I
Arrange the fractions in ascending order.
D a) 1 1 2 3
2' 4' 5' 10
O c 1 3 2 2 1
4' 10' 5' 2
b) 3 2 1 1
10' 54'2
I
d) 1 2 1 3
2' 5' 4' 10
Answers
Answer:
a.1 1 2 3
2'4'5'10 that is ig
A 20-inch television has a screen that is 12 inches high. How wide is the screen?NOTE: Television size is a measurement of the screen's diagonal measure.
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The television has 20 inch screen.
Therefore, the length of diagonal is 20 inches.
It is 12 inches high and let th ethe screen is x inches wide.
Therefore, by Pythagora's theorem,
\(\begin{gathered} 12^2+x^2=20^2 \\ 144+x^2=400 \\ x^2=256 \\ x=16 \end{gathered}\)So, the television screen is 16 inches wide.
How far is the robot claw from the winter lane
Answers
Answer:
4 blocks.
Step-by-step explanation:
The sum of four times a number and 5 gives a number five times of it.
Answers
Answer:
5
Step-by-step explanation:
4x +5= 5x
Then solve the linear eqn
PLEASE HELP ASAP‼️
A,12.5
B,11.75
C,18
D,13
FIRST ANSWER GETS BRAINLY
Answers
Answer:
Check pdf
Step-by-step explanation:
What is the solution to the system of equations below? y= 1/3+x+8 and x = -6 01-6.8) ) (-6,4) (B.6)
Answers
Answer:
Your answer is in the screenshot and so is she explanation! i would really appreciate brainliest! ty! <33 :)
Step-by-step explanation:
Which derivation rule justifies the following argument? If n is a multiple of 8, then n is even. However, n is not even. Therefore, n is not a multiple of 8. O double negation O simplification De Morgan's Laws O modus ponens O modus tollens
Answers
Commutativity justifies the statement, of If n is a multiple of 8, then n is even. However, n is not even. Therefore, n is not a multiple of 8.
Commutativity is used in Maths equations and describes sums that can be moved around and will still give the same answer.
'Commutative' comes from the word 'commute' which means to move and travel around, so equations that are commutative have numbers that can be moved within the equation.
commutative law, in mathematics, is either of two laws relating to number operations of addition and multiplication that are stated symbolically as a + b = b + a and ab = ba.
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You can play a game for $1. In the game, you roll an 8-sided die. If you roll an 8, you get $9. If
roll an odd number, you get $1. Otherwise, you gain nothing.
(a) What is the expected value of this game?
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The expected value of the game, given the amounts to be made when a number is rolled, is $ 1.25
How to find the expected value ?First, find the probability of rolling an 8 :
= Number of eights / Number of sides
= 1 / 8
= 0.125
The the probability of rolling an odd number :
= Odd numbers from 1 to 8 / Number of sides
= 4 / 8
= 0.5
The expected value of the game is:
= ( Probability of getting an 8 x Amount if you get 8 ) + ( Probability of getting an odd x Amount if you get an odd ) + ( Probability of not getting an 8 or odd x Loss )
= ( 0.125 x 9 ) + ( 0.5 x 1 ) + ((1 - 0.125 - 0.5) x -1)
= $ 1.25
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which best describes the resulting three-dimensional figure?
Answers
The resulting three-dimensional figure is a cone with base radius of 17 inches.
What is a cone?A cone is a three-dimensional geometric shape that has a circular base and a curved surface that tapers to a point, called the apex. The base of the cone is a circle, and the height of the cone is the perpendicular distance from the apex to the center of the base. The surface of the cone is made up of all the points that are equidistant from the apex and lie on the base.
According to the given information :Consider an isosceles triangle with 82 inches of circumference and a leg length of 24 inches.
This means that 82 - 2(24) = 82 - 48 = 34 inches is the length of the other side.
The triangle is rotated along a line that passes through points B and D, with point D serving as the intersection of lines AC.
When this happens, a cone will be created in three dimensions with a base radius equal to the length of line AD (i.e. half of the length of line AC being the other side of the isosceles triangle).
The resulting cone's base radius is 1/2 (34) = 17 inches.
Hence, the resulting three-dimensional figure is a cone with base radius of 17 inches.
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Listed below is a table showing the number of employees. 20 years or older by gender in the United states
Answers
The total number of workers that were studied can be found to be 139,340,000.
The percent of workers unemployed would be 5. 4 %.
Percentage of unemployed men is 5. 6 % and unemployed women is 5. 1%.
How to find the employment figures ?Number of employed workers :
= 74,624,000 + 64, 716, 000
= 139,340,000
Percentage unemployed :
= ( 4, 209,000 + 3,314,000 ) / 139,340,000
= 5. 4 %
Percentage of unemployed men :
= 4,209,000 / 74,624,000
= 5.6 %
Percentage of unemployed women:
= 3,314,000 / 64, 716, 000
= 5. 1 %
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The full question is:
a. How many workers were studied?
b. What percent of the workers were unemployed?
c. Compare the percent unemployed for the men and the women.
You commute to school my walking and by riding the bus. The graph represents your commute
A. Describe your commute in words
B. Caculate the slopes of the different parts of the graph
Answers
Answer:
A. You commute to school by walking 0.5 mile to the bus stop in 10 minutes, then waiting 4 minutes for the bus, then riding the bus for 2 miles in 4 minutes.
B. The slope of the first part (walking) is 0.05
The slope of the second part (waiting) is 0.
The slope of the third part (riding the bus) is 0.5
Step-by-step explanation:
From the graph, you can see that a distance of 0.5 mile was covered in the first 10 minutes of commuting. This means that you walked 0.5 mile for 10 minutes to where you want to wait to board a bus.
Then you spent another 4 minutes in waiting for the bus (14 - 10 = 10), while remaining on the same location. No distance was covered during this time spent, as we can see, the slope is horizontal.
You later got a bus, which travelled, 2 miles (2.5 - 0.5 = 2 miles), from where you boarded the bus to your final destination for a period of 4 minutes (18 - 14 = 4 mins).
In simple terms you can describe your commute as follows:
You commute to school by walking 0.5 mile to the bus stop in 10 minutes, then waiting 4 minutes for the bus, then riding the bus for 2 miles in 4 minutes.
B. Slope = rise/run
Therefore:
The slope of the first part (walking) is \( \frac{0.5}{10} = 0.05 \).
The slope of the second part (waiting) is 0. (slope of horizontal line is always 0)
The slope of the third part (riding the bus) is \( \frac{2}{4} = 0.5 \).
What the meaning statement this?
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The statement means that the set X/== is a partition of X, where X is a set and == is an equivalence relation on X.
How to explain the setIntuitively, this means that every element of X belongs to exactly one equivalence class, and the union of all equivalence classes is X.
More formally, a partition of a set X is a set of subsets of X such that:
The union of all subsets is X.
No two subsets have any elements in common.
In this case, the set X/== is a partition of X because it satisfies both of these conditions. First, the union of all equivalence classes is X because every element of X belongs to exactly one equivalence class.
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Increase 180 in the ratio 5:4
Answers
Answer: 100, 80
Step-by-step explanation
Answer:
100, 80
Step-by-step explanation:
(180x5)÷9=100
(180x4)÷9=80
Which of the following can be used to explain a statement in a geometric proof? Check all that apply
A. contradiction
B. Theorem
C. Corollary
D. Definition
E. Postulate
Answers
The statements that can be used to explain a statement in a geometric proof are- A-theorem; B-corollary; C-Postulate; and E-Definition.
What is geometric proof?We are tasked with proving one statement using previously proven information in proof.
Theorems are proven statements that are employed to support other hypotheses.
A statement that is presumptively true and is used to support other statements is known as a postulate.
A corollary is an obvious result of a known fact, and as such, it is employed to support other claims.
Being an absolute truth, a definition can also be used to support another claim.
Therefore, the statements that can be used to explain a statement in a geometric proof are- A-theorem; B-corollary; C-Postulate; and E-Definition.
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Lines that appear to be tangent are tangent. O is the center of each circle.
What is the value of x? Show all work to receive full credit.
Answers
Note that in the prompt above, the value of x is given as: 16°
To answer the issue, we will first name all of the points supplied to us on the isosceles triangle, then identify O, and last discover the value of x. See the attached image.
What is an isosceles triangle?As a result, an isosceles triangle has two equal sides and two equal angles. The term is derived from the Greek words iso (same) and skelos (skull) (leg). An equilateral triangle has all of its sides equal, whereas a scalene triangle has none of its sides equal.
In ΔAOB
OA = OB = R, the radius of the circle O,
therefore, the ΔAOB is an isosceles triangle, with OA, OB as the congruent sides and AB as the base of the triangle.
Thus, ∠OAB = ∠OBA = 53°
Sum of all the angles of a triangle = 180°
∠O + ∠AOB + ∠OBA = 180°
We know ∠AOB = ∠OBA, therefore,
∠O + 2(∠AOB) = 180°
∠O + 2(53°) = 180°
∠O = 180 - 106
∠O = 74°
In ΔOBC,
BC is the tangent to the circle O, therefore,
∠OBC = 90°
Sum of all the angles of a triangle = 180°
∠O + ∠OBC + ∠OCB = 180°
74° + 90° + ∠OCB = 180°
∠OCB = 180° - 74° - 90°
∠OCB = 16°
Hence, the value of x is 16°.
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Identify a pattern in the given list of numbers. Then use this pattern to find the next number.
1, 1, 1, 2, 1, 4, 1,
Answers
The completed list of numbers would be: 1, 1, 1, 2, 1, 4, 1, 2
By examining the given list of numbers 1, 1, 1, 2, 1, 4, 1, we can observe a pattern emerging.
The pattern seems to involve alternating sequences. The first sequence is the number 1 repeated three times (1, 1, 1). The second sequence is a number that follows the pattern of increasing by 1 each time (2). The third sequence is the number 1 repeated once (1). The fourth sequence is a number that follows the pattern of doubling each time (4). This pattern of alternating sequences continues.
Based on this pattern, we can predict that the next number in the sequence will follow the alternating sequence pattern. Since the last number in the sequence is 1, the next sequence will involve a number that follows the pattern of increasing by 1. Therefore, the next number in the sequence would be:
1 + 1 = 2
Hence, based on the observed pattern, the next number in the sequence is 2.
Therefore, the completed list of numbers would be:
1, 1, 1, 2, 1, 4, 1, 2
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