4,284 passengers traveling by the intercity bus every day, the intercity bus operates 6 hours every day, find the number of passengers every hour

Please do it as quick as possible

Answer:

I believe the slope would be -2

Step-by-step explanation:

The line goes down 2 boxes and over 1 box before it intersects with another point.  Knowing slope = [tex]\frac{rise}{run}[/tex], we know that slope = [tex]\frac{-2}{1}[/tex] which is equal to -2.

Answer:

7. the answer is 7

Step-by-step explanation:

the answer is 7

Answer:

21.2

Step-by-step explanation:

V =

[tex]\pi {r}^{2} h[/tex]

=

[tex]\pi \: ( {1.5}^{2} )(3)[/tex]

=21.21

Note: Consider we need to find the amount.

Given:

Principal = $38000

Rate of interest = 9% compounded monthly

Time = 7 years

To find:

The amount after 7 years.

Solution:

Formula for amount:

[tex]A=P\left(1+\dfrac{r}{n}\right)^{nt}[/tex]

Where, P is principal, r is the rate of interest in decimal, n is the number of times interest compounded in an year and t is the number of years.

The interest is compounded monthly, so n=12.

Putting [tex]P=38000, r=0.09,n=12, t=7[/tex] in the above formula, we get

[tex]A=38000\left(1+\dfrac{0.09}{12}\right)^{12(7)}[/tex]

[tex]A=38000\left(1+0.0075\right)^{84}[/tex]

[tex]A=38000\left(1.0075\right)^{84}[/tex]

[tex]A\approx 71181.67[/tex]

Therefore, the amount after 7 years is $71181.67.

Answer:

percentage loss={[(160×4)-1250]×100}/1250

Answer: S = 50W + 75

Step-by-step explanation:

I got to this answer by a bit of trial and error.

I first noticed that the relationship between the balance in the savings account from week to week was increasing by 50.

But when I tried W = S + 50, that did not work at all because when I plug in 125 for S, I should get 1 for W, but instead I get 175. So I realized I had something backwards.

I then tried listing the relationship as ordered pairs of (W, S).

For example I did (1, 125), (2, 175), (3, 275) and so on. So I thought of S like y and W like x where S is a function of W. I used the equation y = mx +b or S=mW + b as an outline.  I figured that W would have to be multiplied by 50 to get that jump between the numbers in the S column. But I could not do S=50W + 125 because if W = 1, S = 175 when S should equal 125. So I subtracted 50 from the 125 and got 75.  So my final equation was S=50W+75. If you test it with the ordered pairs listed above, you will see that the equation checks out. Try it yourself! I hope this was helpful in some way. Good luck!

9514 1404 393

Answer:

Step-by-step explanation:

1) The given line is in "slope-intercept form."

  y = mx + b . . . . . . . . line with slope m and y-intercept b

Comparing this to the given equation, we see ...

  m = 1/2 . . . . slope of given line

__

Two lines are parallel when they have the same slope. Then the value of m that makes the second line parallel to the first is the same value of m:

  m = 1/2

_____

2) Lines with the same slope are parallel, so the value of m needs to match the coefficient of x (the slope) in the given equation.

Answer:

1200 Containers

Step-by-step explanation:

According To The Question, We Have

By All this Data We Found That, Basically A Big Size Cuboid is Formed Here.

Now, For The Total Numbers Of Containers = 10×15×8 = 1200 Containers

Answer:

∠FJG= 135

Step-by-step explanation:

∠FJG + ∠GJH = 168 so

(6x - 15) + (x + 8) = 168

7x - 7 = 168

7x = 175

x = 25

plug it in ∠FJG

6(25) - 15 = 135

Answer:

is it 7.7 i am not sure

Step-by-step explanation:

Answer:

what's the temperature in Puerto Rico

Answer:

Yes the ans is option a

because

Step-by-step explanation:

1. Angle f and.angle d are equal

2. Side opp. to the equal angle are equal.

Answer:

10.3

Step-by-step explanation:

a^2 + b^2 = c^2

3.9^2 + b^2 = 11^2

b^2 = 121 - 15.21

b = 10.3

Answer:

10.3

Step-by-step explanation:

We use the pythagorean theorem. (a^2+b^2=c^2)

3.9^2 + b^2 = 11^2

3.9^2 = 15.21

11^2 = 121

15.21 + b^2 = 121

Subtract 15.21 from both sides

b^2=105.79

Take the square root of both sides

b = 10.28

10.28 is closest to 10.3 and it is also rounded to 10.3, therefore 10.3 is the answer.

Answer:

a. integer

b. rational

c. irrational

d. rational

e. whole

f. rational

g. integer

h. irrational

i. natural

j. integer

Step-by-step explanation:

natural = 1, 2, 3, 4, ......

whole = 0, 1, 2, 3, 4, ....

integer = -5, -6, 0, 1, 2, 3, 4, ....

rational = can be fractional also 1, 2, 0, -5, -7, 5/3, -7/9

irrational = can't be fractional √2, 8.93845859382, 7.324464213

Answer:

d

Step-by-step explanation:

Answer:

4? ..... t = 4

5 × 9 = 45

4 × 9 = 36

Answer:

x =  [tex]2\sqrt{2}[/tex] (or [tex]\frac{2\sqrt{2} }{1}[/tex] if it needs to be represented as a rational denominator)

Step-by-step explanation:

We know that;

1.) This triangle is equilateral, and because of the line segment it's divided into 2 right triangles.

2.) The base of the whole triangle would be 4, and the base of the right triangle would be 2, since the base is cut in half with a mid point.

Therefore we can say;

A² + B² = C²

x² + 2² = 4²

x² + 4 = 16

x² = 16 - 4

x² = 8

x = [tex]\sqrt{8}[/tex]

Simplifying this further would be;

[tex]\sqrt{8}[/tex] = [tex]\sqrt{4} * \sqrt{2}[/tex]

[tex]\sqrt{8}[/tex] = [tex]2\sqrt{2}[/tex] (or [tex]\frac{2\sqrt{2} }{1}[/tex] if it needs to be represented as a rational denominator)

Hope this helps!

Answer:

43.982297cm

Step-by-step explanation:

hope that helps

have a great day/night

19NBoli

Step-by-step explanation:

if ur radius is 7cm

then

circum of a circle =2pi r

2×3.14×7=43.96

Answer:

500000

Step-by-step explanation:

yeah boi

Answer:

y= 4+x

Step-by-step explanation:

she has 4 gallons already in the tank

she puts in x more

therefore the total amount in the tank is 4+x

Answer:

probably √125

Step-by-step explanation:

so x is between 10.9 and 11.1

What i did was added those to together and then divided them by 2 so that i could find the average between them:

10.9 + 11.1 = 22

22/2=11

so you have 11 as your average.

now what i did was find the value of each answer choice to see which one was closest to 11 and the square root of 125 is just that.

The best approximation of decimals 10.9 and 11.1 is 11.

In mathematics, a number line is a straight line containing numbers arranged at equal segments or periods throughout its duration.

In another word, a number line is basically a line in which infinite numbers have been written in ascending order or increasing order.

A horizontal number line is the most common representation and can be extended infinitely in any direction.

Given that, location of x in number line

x = 10.9 and x = 11.1

Now, to estimate the value we will round up both digits and find the average.

In 10.9 round up to 11 and 11.1 will round down to 11

Now average = (11 +11)/2 = 11

Therefore, the best approximation of decimals 10.9 and 11.1 is 11.

To learn more about the number line visit:

brainly.com/question/13189025

#SPJ2

Answer:

Here a rational number is in standard form if its denominator is positive in lowest term.

[tex]\frac{4}{-9} =\frac{-4}{9}[/tex]

Answer:A is the correct answer

Step-by-step explanation:

Answer:

Se necesitan 15 cajas para almacenar cada alimento por separado.

Step-by-step explanation:

En este ejercicio necesitamos hallar el Máximo Común Divisor entre la cantidad disponible de alfajores y empanadas, cada una de las cuales se almacenan sin mezclar. Para ello descomponemos factorialmente cada número:

Cantidad de alfajores

[tex]450 = 2\times 3^{2}\times 5^{2}[/tex]

Cantidad de empanadas

[tex]105 = 3\times 5\times 7[/tex]

El Máximo Común Divisor consiste en el factor común de cada uno de los productos de números primos:

[tex]M.C.D. = 3\times 5[/tex]

Entonces, cada caja tiene una capacidad máxima de 7 empanadas o 30 alfajores y se necesitan 15 cajas para almacenar cada alimento por separado.

Answer:

1 and 3

10 = 8+2

8+2=5+5

Wrong:

7-2=7+1

7-2=5

7+1=8

Step-by-step explanation:

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

Elena Makarova1*, Belinda Aeschlimann2 and Walter Herzog3

1Institute for Educational Sciences, University of Basel, Basel, Switzerland

2Swiss Federal Institute for Vocational Education and Training SFIVET, Bern, Switzerland

3Institute of Educational Science, University of Bern, Bern, Switzerland

Studies have repeatedly reported that math and science are perceived as male domains, and scientists as predominantly male. However, the impact of the gender image of school science subjects on young people's career choice has not yet been analyzed. This paper investigates the impact of the masculinity image of three school subjects—chemistry, mathematics, and physics—on secondary students' career aspirations in STEM fields. The data originated from a cross-sectional study among 1'364 Swiss secondary school students who were close to obtaining their matriculation diploma. By means of a standardized survey, data on students' perception of masculinity of science school subjects were collected using semantic differentials. The results indicate that for both sexes, math has the strongest masculinity attribution, followed by physics as second, and, finally, chemistry with the lowest masculinity attribution. With respect to gender differences, our findings have shown that among female students, the attribution of masculinity to the three school subjects does not differ significantly, meaning that female students rated all subjects similarly strongly as masculine. Within the group of male students however, the attribution of masculinity to math compared to chemistry and physics differs significantly, whereas the attribution of masculinity to chemistry and physics does not. Our findings also suggest that gender-science stereotypes of math and science can potentially influence young women's and men's aspirations to enroll in a STEM major at university by showing that a less pronounced masculine image of science has the potential to increase the likelihood of STEM career aspirations. Finally, the paper discusses ways of changing the image of math and science in the context of secondary education in order to overcome the disparities between females and males in STEM.

Answer: 7

step by step explanation: trust me, bro

Hey buddy I am here to help!

write them all in brackets like this :

(1,1) (1,2) (1,3) - this is the answer too

continuation of answer - 1,4.  1,5.  1,6.  1,7.  2,1.   2,2.  2,3.   2,4.  2,5.  2,6.  2,7. 3,1.  3,2.  3,3.  3,4.  3,5.  3,6.  3,7.   4,1.  4,2.  4,3.  4,4.  4,5.  4,6.  4,7.   5,1.  5,2.  5,3.  5,4.  5,5.  5,6.  5,7.  6,1.  6,2.  6,3.  6,4.  6,5.  6,6.  6,7.  7,1.  7,2.  7,3.  7,4.  7,5.  7,6.  7,7

also write the answer like this

Sample Space { answer}

curly brackets r neecessary

plz mark my answer brainliest