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Eddi Din [679]
3 years ago
15

Solve please, I don’t need work just an answer please

Mathematics
2 answers:
wel3 years ago
6 0

Answer:

I think it is 140 miles

Step-by-step explanation:

Miles per hour. David went 65 miles per hour.(for 120 minutes which is 2 hours)  65 Times 2 is 130. His friend drives 40 miles an hour for 15 minutes(which is 1 fourth of a mile) 40 divided by 4=10

130+10=140

Not sure on this one

shtirl [24]3 years ago
5 0

Answer:69

Step-by-step explanation:

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Help i dont understand
Crazy boy [7]

Answer:

B

Step-by-step explanation:

1/2n + 3 < 5

1/2n < 2

n < 4

8 0
3 years ago
Read 2 more answers
Please help me with a explanation
blagie [28]

Answer:

x = -3   or   x = 3

Step-by-step explanation:

Subtract 9 from both sides.

x^2 - 9 = 0

Factor the left side. There is no common factor of the terms. It is a binomial which is the difference of two squares, so it factors into the product of a sum and a difference.

(x + 3)(x - 3) = 0

Set each factor equal to zero.

x + 3 = 0   or   x - 3 = 0

Solve each equation.

x = -3   or   x = 3

3 0
3 years ago
The angle θ lies in Quadrant II .
Andreyy89

let's keep in mind that, in the II Quadrant, cosine is negative and sine, is positive.

cosine is adjacent/hypotenuse, however the hypotenuse is simply a radius unit, and thus is never negative, so in the -(2/3) the negative must be the numerator, -2.


\bf cos(\theta )=\cfrac{\stackrel{adjacent}{-2}}{\stackrel{hypotenuse}{3}}\impliedby \textit{let's find the \underline{opposite side}} \\\\\\ \textit{using the pythagorean theorem} \\\\ c^2=a^2+b^2\implies \sqrt{c^2-a^2}=b \qquad \begin{cases} c=hypotenuse\\ a=adjacent\\ b=opposite\\ \end{cases} \\\\\\ \pm\sqrt{3^2-(-2)^2}=b\implies \pm\sqrt{5}=b\implies \stackrel{\textit{II Quadrant}}{+\sqrt{5}=b}~\hfill tan(\theta )=\cfrac{\stackrel{opposite}{\sqrt{5}}}{\stackrel{adjacent}{-2}} \\\\\\ ~\hspace{34em}

6 0
4 years ago
PLSSSSSSSSSS URGENT I NEED HELP!!!
Novosadov [1.4K]

Answer:

The values of a and b are:

  • a = 2
  • b = 2

Step-by-step explanation:

We know that the slope-intercept form of the line equation

y = ax+b

where

  • a is the slope
  • b is the y-intercept

From the diagram of the line graph, we can fetch the two points

  • (0, 2)
  • (-1, 0)

Determining the slope between (0, 2) and (-1, 0)

\mathrm{Slope}=\frac{y_2-y_1}{x_2-x_1}

\left(x_1,\:y_1\right)=\left(0,\:2\right),\:\left(x_2,\:y_2\right)=\left(-1,\:0\right)

a=\frac{0-2}{-1-0}

a=2

Thus, the value of a = 2

We know that the value of the y-intercept can be determined by setting x = 0, and determining the corresponding value of y.

From the graph, it is clear

at x = 0, y = 2

Thus, the y-intercept b = 2

now substituting a = 2 and b = 2 in the slope-intercept form of the line equation

y = ax+b

y = 2x + 2         ∵ a = 2 , b = 2

Thus, the line of equation is:

y = 2x+2

now comparing with y = ax+b

Here:

a = 2

b = 2

Therefore, the values of a and b are:

  • a = 2
  • b = 2
7 0
3 years ago
Writing an Equation Representing a Real-World Example
yKpoI14uk [10]

The equation that represents the situation is 3x + 5  = 23

<h3>How to represents an equation?</h3>

She is brings 3 markers for each person in her group and 5 extra markers for everyone to share.

She brings in 23 markers in all.

Therefore, the equation that represents this situation is as follows:

lets

x = number of students in the group

Therefore,

3x + 5  = 23

learn more on equation here: brainly.com/question/10517098

#SPJ1

8 0
2 years ago
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