50 points mathamatics please help

So Cyclist marked at O position is slowest.

Interpreting graphs involves understanding what the shape of a curve represents in real life situations. We should also understand what slope means and how to interpret what a high or low slope value represents. An understanding of plotting points is also important.

We have been given an image in terms of graph that is attached

We all know that velocity is the directional speed of a object in motion as an indication of its rate of change in position as observed from a particular frame of reference and as measured by a particular standard of time and it can be written as Velocity = [tex]\frac{S}{T}[/tex]

So position at N: V= [tex]\frac{100}{4}[/tex]= 25km/h

So position at M: [tex]V= \frac{80}{5}[/tex] = 16Km/h

So position at O: x[tex]V= \frac{80}{5}[/tex] = 12Km/h    

So as we all know 12<16<25

So O cyclist is slowest one with 12Km/h speed

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Answer:

x = 2

y = 5

Step-by-step explanation:

-x - 3y = -17

2x - 6y = -26

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

(-x - 3y = -17) × 2

-2x - 6y = -34

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

-2x - 6y = -34

2x - 6y = -26

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

       -12y = -60

       ÷-12      ÷-12

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

               y = 5

-x - 3y = -17

-x - 3(5) = -17

-x - 15 = -17

    +15 + 15

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

-x = -2

÷-1  ÷-1

-----------

x = 2

I hope this helps!

If all agree that the fair outcome would be the one where each person gets four slices, then could be improved at the expense of each person equally.

In mathematics, it deals with numbers of operations according to the statements.

Here,

If all agree, that each of one should get an equal number of slices, then it can be concluded that each of them should pay an equal amount for the 4 pizzas.

Thus, if all agree that the fair outcome would be the one where each person gets four slices, then could be improved at the expense of each person equally.

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Check the picture below.

Step-by-step explanation:

-282.02 its korrect now

Answer:

The scale factor is 3.

Step-by-step explanation:

9÷3=6÷2

3=3

this makes the scale factor be 3.

Answer: 115+85+60+x=360

x=100 degrees

Step-by-step explanation:

115+85+60+x=360==> 115, 85, 60, and x are all 4 angles in the quadrilateral

200+60+x=360

260+x=360

260-260+x=360-260

x=360-260

x=100 degrees

Answer:

0.89 g/cm³

Step-by-step explanation:

used the formula d=M/V

M is mass which is = 80g

V is volume which is = 90cm³

d = 80/90

d = 0.89 g/cm³

Answer:

If it is M x N then it is 161.

If it is 63 x M x N then it is 10,143.

Answer:

5.5%

Step-by-step explanation:

Answer:

(x-3)^2 - 8, so a is 3 and b is 8

Step-by-step explanation:

use completing the square

hope this works :)

answer:

7.65, 7.321, 7.3, 7.065

explanation:

on a number line, these numbers would be in order as shown above from right to left (decreasing value)

Answer:The order for the given decimal numbers, from the greatest to the least, is: D. 7.65, 7.321, 7.3, 7.065.

Step-by-step explanation:

Order the following numbers from greatest to least: 7.321, 7.3, 7.065, 7.65

7.065, 7.3, 7.321, 7.65

7.3, 7.321, 7.065, 7.65

7.321, 7.3, 7.65, 7.065

this is correct--> 7.65, 7.321, 7.3, 7.065

The value of JK is 12

From the diagram shown, we can see that;

But line JL is the line with JK and KL as the line segments and K the midpoint between J and K

This can be represented as;

JK + KL = JL

substitute the values into the equation, we have;

3x + 8 = 5x

collect like terms

3x - 5x = -8

subtract like terms

-2x = -8

makes 'x' the subject of formula

x = -8/-2

x = 4

But JK = 3x = 3(4) = 12

Thus, the value of JK is 12

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Answer:a

Step-by-step explanation:its a

Answer:

60

Step-by-step explanation:

divide 39 by 65%,

you will get
39 / ( 65/ 100)
= 39 * (100/65)
= 39 * (20 /13)
= 3*20
= 60

Answer:

b = ± 5

Step-by-step explanation:

8b² = 200 ( divide both sides by 8 )

b² = 25 ( take square root of both sides )

b = ± [tex]\sqrt{25}[/tex] = ± 5

b = - 5 , x = 5

The multiplication equation to find 5 divided by 1/3 is 5 x 3 = 15.

The division is one of the four basic mathematical operations, the other three being addition, subtraction, and multiplication.

At an elementary level the division of two natural numbers is, among other possible interpretations, the process of calculating the number of times one number is contained within another.

Unlike the other basic operations, when dividing natural numbers there is sometimes a remainder that will not go evenly into the dividend.

Division has two parts dividend and divisor.

Division is not commutative, meaning that a / b is not always equal to b / a.

Division is also not, in general, associative.

Division is traditionally considered as left-associative.

Division is right-distributive over addition and subtraction.

Division is shown in algebra and science by placing the dividend over the divisor with a horizontal line, also called a fraction bar, between them. For example, "a divided by b" can written as:

a/b

Now it is given that,

5 divided by 1/3

This can be expressed as,

5 divided by 1/3 = 5 ÷ 1/3

Since to convert the division of fraction into multiplication, we reciprocate the fraction

So, applying division we get,

5 ÷ 1/3 = 5 x 3

So, the multiplication equation is,

5 x 3

Now multiplying 5 and 3 we get,

5 x 3 = 15

this is the required multiplication equation of 5 divided by 1/3.

Thus, the multiplication equation to find 5 divided by 1/3 is 5 x 3 = 15.

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the value of largest integer when the sum of 3 consecutive odd integers is 153 is 53.

We know that odd consecutive numbers means the difference between the numbers will be 2

So, let the first odd number be x

Second number will be = x + 2

Third number will be = x + 2 + 2 = x + 4

Now, we are given that, the sum of these odd integers is 153

So, we get the equation as:

x + x + 2 + x + 4 = 153

3 x + 6 = 153

3 x = 153 - 6

3 x = 147

x = 147 / 3

x = 49

Largest integer = x + 4 = 49 + 4 = 53

Therefore, we get that, the value of largest integer when the sum of 3 consecutive odd integers is 153 is 53.

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5 IS THE DERIVATIVE OF k(x)= 5x at x=10

The rate at which a function alters in relation to a variable is known as a derivative in mathematics. Problems involving calculus and differential equations need the use of derivatives.

f(x)=5x

∴f'(10)=f(10+h)−f(10)h

=5(10+h)−5(10)

= h→0/h

=[tex]\lim_{h\to 0}[/tex]5h/h

=[tex]\lim_{h\to 0}[/tex]5

=5.

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Answer:

x = -2

Step-by-step explanation:

Solve for x:

-5 x - 10 = -(x + 4) + 2

-(x + 4) = -x - 4:

-5 x - 10 = (-x - 4) + 2

Grouping like terms, -x - 4 + 2 = -x + (2 - 4):

-5 x - 10 = (-x + (2 - 4))

2 - 4 = -2:

-5 x - 10 = -x + -2

Add x to both sides:

x - 5 x - 10 = (x - x) - 2

x - x = 0:

x - 5 x - 10 = -2

Grouping like terms, x - 5 x - 10 = (-5 x + x) - 10:

((-5 x + x) - 10) = -2

x - 5 x = -4 x:

-4 x - 10 = -2

Add 10 to both sides:

(10 - 10) - 4 x = 10 - 2

10 - 10 = 0:

-4 x = 10 - 2

10 - 2 = 8:

-4 x = 8

Divide both sides of -4 x = 8 by -4:

(-4 x)/(-4) = 8/(-4)

(-4)/(-4) = 1:

x = 8/(-4)

The gcd of 8 and -4 is 4, so 8/(-4) = (4×2)/(4 (-1)) = 4/4×2/(-1) = 2/(-1):

x = 2/(-1)

Multiply numerator and denominator of 2/(-1) by -1:

Answer: x = -2

Answer:

Step-by-step explanation:

Distribute:

-5x - 10 = 2 - (x + 4)

-5x-10=2-x-4

x = -2

Answer:

m = [tex]\frac{7}{4}[/tex]

Step-by-step explanation:

We are given the points (2, -3), and (6,4), and we want to find the slope through these 2 points.

The formula for the slope (m) is [tex]\frac{y_2-y_1}{x_2-x_1}[/tex], where [tex](x_1, y_1)[/tex] and [tex](x_2, y_2)[/tex] are points.

Even though we have 2 points (as stated in given), let's label their values to help avoid any confusion and mistakes.

[tex]x_1=2\\y_1=-3\\x_2=6\\y_2=4[/tex]

We can substitute the values of [tex]x_1, y_1, x_2,[/tex] and [tex]y_2[/tex] into the formula to find the slope. Remember that the formula has subtraction.

m = [tex]\frac{y_2-y_1}{x_2-x_1}[/tex]

m = [tex]\frac{4--3}{6-2}[/tex]

Simplify.

m = [tex]\frac{4+3}{6-2}[/tex]

Add/subtract.

m = [tex]\frac{7}{4}[/tex]

The slope of the line is [tex]\frac{7}{4}[/tex].

Topic: slope

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Answer:

-143/12  or -11 11/12

Step-by-step explanation:

Convert each to improper fraction and multiply straight across (numerator times numerator, denominator times denominator)

-1 5/6 x 6 1/2

= -11/6  x  13/2

= -143/12

Answer:

-143/12 as a fraction and 11.916666666... (six repeating) as a decimal

Step-by-step explanation:

Turn into improper fractions.

(-6/6 + -5/6) = -11/6

2/2 + 2/2 +2/2 + 2/2 +2/2 + 2/2 + 1/2 = 13/2

-11/6 times 13/2

-11 times 13 = -143

6 times 2 = 12

-143/12 = 11.916666666... (six repeating)

a) Surface area of this cuboid = 214 cm²

b) Surface area of the tower   = 474 cm²

Dimensions of cuboid :

  Length (l) = 6 cm

  Width (w) = 7 cm

 Height (h) = 5 cm

The Surface Area of Cuboid (SA) = 2(lw + lh + hw)

                                            SA = 2(6×7 + 6×5 + 5×7)

                                                         = 2(42 + 30 + 35)

                                                         = 2×107

       The Surface Area of Cuboid  = 214 cm²

Dimensions of tower :

Length (l) = 6 cm

  Width (w) = 7 cm

 Height (h) = 15 cm

The Surface Area of Tower = 2(lw + lh + hw)

                                               = 2(6×7 + 6×15 + 15×7)

                                               = 2(42 + 90 + 105)

                                               = 2 × 237

The Surface Area of Tower = 474 cm²

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Answer:

Step-by-step explanation:

following the clarification in the comment

3x+2=2x+13 all divided by 3  (both side)

(3x + 2)/3 = (2x + 13)/3

3x + 2 = 2x + 13

x = 13 - 2

x = 11

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

check

(3 * 11 + 2)/3 = 2 * 11 + 13)/3

3 * 11 + 2 = 2 * 11 + 13

35 = 35

the answer is good

Possibly measurement error are recording error, differences in environmental conditions at the time of measurement.

Given in a famous experiment carried out in 1882, Michelson and Newcomb obtained 66 observations on the time it took for light to travel between two locations in Washington, D.C. A few of the measurements (coded in a certain manner) were 31, 23, 32, 36, 22, 26, 27, and 31.

An error in measurement is the difference between a taken measurement and the known actual value (the accepted true measurement) of what is being measured.

Here experiment was conducted to study the time taken for light to travel from one place to another place.

From the given problem obtained 66 observations are obtained.

Since the experiment conducted in different times, the density of the material changes with temperature/environmental conditions which may result the difference in measurement.

So possibly measurement error, recording error, differences in environmental conditions at the time of measurement, etc.

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So possibly measurement error, recording error, differences in environmental conditions at the time of measurement

Given In a famous experiment carried out in 1882, Michelson and Newcomb obtained 66 observations on the time it took for light to travel between two locations in Washington, D.C. A few of the measurements (coded in a certain manner) were 31, 23, 32, 36, 22, 26, 27, and 31.

Here experiment was conducted to study the time taken for light to travel from one place to another place.

From the given problem obtained 66 observations are obtained.

Since the experiment conducted in different times, the density of the material changes with temperature/environmental conditions which may result the difference in measurement.

So possibly measurement error, recording error, differences in environmental conditions at the time of measurement, etc.

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21124

Answer:

2 units

Step-by-step explanation:

radius = diameter/2 -> r = 4/2 = 2 units

Answer:

write all the prime number between 7 and 15

Using a system of equations, the amounts of each ticket sold are given as follows:

A system of equations is when two or more variables are related, and equations are built to find the values of each variable.

For this problem, the variables are given as follows:

The theater sold 250 tickets, hence:

x + y + z = 250.

The theater brought in $2,825, hence, considering the value of each ticket:

15x + 10y + 8z = 2825.

The number of student tickets sold is twice the number of adult tickets sold, hence:

y = 2x.

Replacing in the first two equations:

Multiplying the first equation by -8 and adding with the second, we have that:

11x = 825

x = 825/11

x = 75.

Then:

The amounts of each ticket sold are given as follows:

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