You use math in day-to-day routines when grocery shopping, going to the bank or mall, and while cooking. How do you imagine you will use math in your healthcare career?

Answer:

2/10 of her income will go to these items

Step-by-step explanation:

29 +15 = 41

41/1900  equal 2/10

Final answer:

Ena plans to spend 29% of her income on entertainment and 15% on groceries, which is a total of  [tex]\(\frac{44}{100}\)[/tex]of her income. Simplifying this to its lowest terms gives us [tex]\(\frac{11}{25}\)[/tex] of her income spent on these two items together.

Explanation:

To find the fraction of Ena's income that is spent on entertainment and groceries together, we need to sum the fractions of income allocated to each category. Ena plans to spend 29% of her income on entertainment and 15% on groceries. In fractional terms, 29% is the same as 29/100 and 15% is equivalent to 15/100. Adding these fractions together:

[tex]\(\frac{29}{100} + \frac{15}{100} = \frac{44}{100}\)[/tex]

Now, we simplify the fraction to its lowest terms:

[tex]\(\frac{44}{100} = \frac{44 \div 4}{100 \div 4} = \frac{11}{25}\)[/tex]

Thus, Ena plans to spend  [tex]\(\frac{11}{25}\)[/tex]of her income on entertainment and groceries together.

Answer: the mixture contained 15 pounds of white chocolate and 5 pounds of dark chocolate.

Step-by-step explanation:

Let x represent the number of pounds of white chocolate in the candy shack mixture.

Let y represent the number of pounds of dark chocolate in the candy shack mixture.

The candy shack has 20 lb of mixed white and dark chocolate. This means that

x + y = 20

The 20lb mixture is worth $7.50 per pound. This means that the total cost of the mixture is

20 × 7.50 = $150

White chocolate alone sells for $8.00 per pound and dark chocolate sells for 6.00 per pound. This means that

8x + 6y = 150 - - - - - - - - - - - - - -1

Substituting x = 20 - y into equation 1, it becomes

8(20 - y) + 6y = 150

160 - 8y + 6y = 150

- 8y + 6y = 150 - 160

- 2y = - 10

y = - 10/ - 2

y = 5

x = 20 - y = 20 - 5

x = 15

Answer:

29 buttons

Step-by-step explanation:

6 x 5 - 1

Answer:

Step-by-step explanation: 29

I would say false.

B is on top of S.

I'm using common sense here but If you were to draw a line from B and C.

S would not be marked in between that line.

The claim "S is between B and C" is false.

S is between B and C only if the 3 points are collinear, and S is between the other poitns in that line.

In the triangle we can see that CS and SB are perependicular lines, so the 3 points are not collinear, and thus, the statement "S is between B and C" is false.

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Answer:

12

Step-by-step explanation:

Given: Diagonal of square= [tex]3\sqrt{2}[/tex]

To find the perimeter of square, we need to find the length of sides of square.

∴ Using the formula of diagonal to find side of square.

Formula; [tex]Diagonal= s\sqrt{2}[/tex]

Where, s is side of square.

⇒ [tex]3\sqrt{2} = s\sqrt{2}[/tex]

Dividing both side by √2

⇒[tex]s= \frac{3\sqrt{2} }{\sqrt{2} }[/tex]

∴[tex]s= 3[/tex]

Hence, Length of side of square is 3.

Now, finding the perimeter of square.

Formula; [tex]Perimeter= 4s[/tex]

⇒[tex]Perimeter= 4\times 3[/tex]

∴ [tex]Perimeter= 12[/tex]

Hence, Perimeter of square is 12.

The perimeter of a square with a diagonal of 3 square root 2 units is 12 units.

To find the perimeter of a square with a diagonal of 3√2, we can use the fact that the diagonal of a square divides it into two congruent right triangles. The length of each leg of the triangle is equal to one side of the square. We can use the Pythagorean theorem to find the length of the side of the square. Let's assume that the length of the side of the square is s.

Using the Pythagorean theorem, we have s2 + s2 = (3√2)2. Simplifying, we get 2s2 = 18. Dividing by 2, we have s2 = 9. Taking the square root of both sides, we get s = 3.

The perimeter of the square is equal to 4 times the length of one side, so the perimeter is 4 * s = 4 * 3 = 12 units.

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Answer:

  a.  see below

  b.  Rita: 300; John: 900; Rodell: 925

  c.  Rita: L; John: 3L; Rodell: 3L+25

  d.  L +3L +(3L+25) = 2125

  e.  Rita: $600; John: $1800; Rodell: $1850

Step-by-step explanation:

Since John's number of laps is expressed in terms of Rita's number of laps, it makes a certain amount of sense to use Rita's laps as a unit of measure. We don't yet know what that unit of measure is, but we can use it to describe both John's laps and Rodell's laps. Rodell will have 25 additional laps added to the 3 units that match John's laps.

Altogether, these 7 units +25 laps will match the total of 2100 +25 laps. It is pretty clear that 1 unit will be 2100/7 = 300 laps. This is shown in the attachment.

__

a) The attachment matches the above description.

__

b) 1 unit of 300 laps is the number of laps Rita swam. Then John's 3 units correspond to 3×300 = 900 laps, and Rodell's laps will be 25 more than John's, so 925.

__

c) In this part, we define 1 unit as L, so the three contributors are ...

__

d) The equation shows that the sum of the parts is equal to the whole:

  L + 3L + (3L+25) = 2125

__

e) The numbers of part (b) get multiplied by $2, so are ...

Final answer:

To find the year when the record became 19.68 seconds, substitute the value of R into the equation. Solve for t and add 1920 to get the year.

Explanation:

To find the year when the record became 19.68 seconds, we need to substitute the value of R into the equation:

R = -0.028t + 20.8

19.68 = -0.028t + 20.8

Solving for t:

Subtract 20.8 from both sides: -0.028t = -1.12

Divide both sides by -0.028: t = 40

Since t represents the number of years since 1920, we add 1920 to the result to get the year:

t + 1920 = 40 + 1920 = 1960

Therefore, the record became 19.68 seconds in the year 1960.

Answer:

Step-by-step explanation:

Triangle DEF is a right angle triangle.

From the given right angle triangle,

DE represents the hypotenuse of the right angle triangle.

With m∠E as the reference angle,

EF represents the adjacent side of the right angle triangle.

DF represents the opposite side of the right angle triangle.

To determine m∠E, we would apply

the Tangent trigonometric ratio.

Tan θ = opposite side/adjacent side. Therefore,

Tan E = 8/5 = 1.6

E = Tan^-1(1.6)

W = 58.0° to the nearest tenth.

The unit price in dollars per ounce will be $0.4 per ounce.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Division means the separation of something into different parts, sharing of something among different people, places, etc.

Tony sells 50.5 ounces of lemonade for a total of $20.20.

The unit price in dollars per ounce will be calculated as,

Rate = $20.20 / 50.5

Rate = $0.4 per ounce

The unit price in dollars per ounce will be $0.4 per ounce.

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Tony's lemonade has a unit price of $0.40 per ounce.

Tony sells 50.5 ounces of lemonade for a total of $20.20.

To find the unit price in dollars per ounce, we divide the total cost by the total number of ounces.

The calculation looks like this: $20.20 ÷ 50.5 ounces = $0.40 per ounce.

Therefore, the unit price of Tony’s lemonade is $0.40 per ounce. If rounding is necessary, this answer is already precise to the nearest cent.

Answer:

Y doesn't vary directly with x

Answer:28

Step-by-step explanation:

X varies inversely as y

X©1/y

X=k/y

4=k/7

Cross product

We get 4×7=k×1

28=k

Therefore constant (k)=28

============================

Work Shown:

x = number of hours spent running

8x = distance he runs (since he runs at 8 mph)

y = number of hours spent walking

3y = distance he walks (he walks at a speed of 3 mph)

8x+3y = total distance = 16 miles

8x+3y = 16

This equation is in standard form Ax+By = C

--------

Extra Info

Solving for y will get

8x+3y = 16

3y = -8x+16

y = (-8x+16)/3

y = (-8x)/3+16/3

y = (-8/3)x+16/3

This is in slope intercept form y = mx+b

m = -8/3 is the slope

b = 16/3 is the y intercept

Final answer:

To find the three numbers, we determine 'a' and 'r' using a system of equations derived from the conditions that they form a geometric progression with 12 and an arithmetic progression with 9. By solving these equations, we obtain the three numbers in sequence.

Explanation:

The question requires us to find three numbers that form a geometric progression with the third being 12, and when the third number is changed to 9, the numbers form an arithmetic progression.

Let's denote the first number as 'a' and the common ratio of the geometric progression as 'r'. The three numbers in the geometric progression can be represented as 'a', 'ar', and 'ar^2'. Given that the third number is equal to 12, we have 'ar^2 = 12'.

When 12 is replaced with 9 to form an arithmetic progression, the common difference 'd' can be found by subtracting the first term from the second term. The three numbers in this sequence are 'a', 'a + d', and 'a + 2d'. Given that the third number is now 9, we have 'a + 2d = 9'.

To find 'a' and 'r', we can set up a system of equations using the fact that the second number in both progressions is the same. So 'ar = a + d'. We have the following system:

ar^2 = 12 (1)

a + 2d = 9 (2)

ar = a + d (3)

From equation (3), we can solve for 'd' in terms of 'a' and 'r': 'd = ar - a = a(r - 1)'. Substituting 'd' in equation (2), we get 'a + 2(a(r - 1)) = 9', which simplifies to 'a(2r + 1) = 9'.

Using this new equation along with equation (1), we solve for 'a' and 'r' to find the three numbers:

a(2r + 1) = 9 (4)

ar^2 = 12 (1)

From equation (1), 'a = 12/r^2'. Substituting this into equation (4) gives us a single equation: '12/r^2(2r + 1) = 9', which we can solve to find 'r', and subsequently, 'a'. After solving these, we find the three numbers that form both the geometric and arithmetic progressions.

Answer:

Step-by-step explanation:

[tex]tan K=\frac{2}{3} \\m \angle K=tan^{-1} (\frac{2}{3} ) \approx 33.7 ^\circ[/tex]

Answer:

Ans _ angle b = 79

Hope it helps

∠B4 = ∠A2

b° = 79°

hope this helps :)

Question is wrong; Correct question is given below;

A baker started out with 12 cups of flour she had 9 1/4 cups of flour left after the first bunch of batter she made she had 6 1/2 cups of flour left after the second bunch of batter she made if she makes two more batches of batter how many cups of batter will be left?

Answer:

Baker will be left with 1 cups of Flour.

Step-by-step explanation:

Given

Amount of flour baker started with = 12 cups

Amount of flour left after making first batter = [tex]9\frac14\ cups[/tex]

[tex]9\frac14\ cups[/tex] can be Rewritten as [tex]\frac{37}4\ cups[/tex]

Amount of flour left after making first batter = [tex]\frac{37}4\ cups[/tex]

Now we can say that;

Amount of flour used to make first batter is equal to Amount of flour baker started with minus Amount of flour left after making first batter

Thus, the Amount of flour she use to make first batter = [tex]20-\frac{37}{4}[/tex]

Now we will use LCM to make the denominator common we get;

Amount of flour she use to make first batter = [tex]\frac{20\times4}{4}-\frac{37\times1}{4\times1} = \frac{48}{4}-\frac{37}{4}[/tex]

Now denominator common so we will solve the numerator we get;

Amount of flour she use to make first batter = [tex]\frac{48-37}{4}=\frac{11}{4}\ cups.[/tex]

Now Given:

Amount of  flour left after the second batch of batter = [tex]6\frac12\ cups[/tex]

[tex]6\frac12\ cups[/tex] can be Rewritten as [tex]\frac{13}2\ cups[/tex]

Amount of  flour left after the second batch of batter = [tex]\frac{13}2\ cups[/tex]

Thus, the quantity she use to make second batter = [tex]\frac{37}{4}-\frac{13}{2}[/tex]

Now we will use LCM to make the denominator common we get;

Amount of flour she use to make Second batter = [tex]\frac{37\times1}{4\times1}-\frac{13\times2}{2\times2}=\frac{37}{4}-\frac{26}{4}[/tex]

Now denominator common so we will solve the numerator we get;

Amount of flour she use to make Second batter = [tex]\frac{37-26}{4}=\frac{11}{4}\ cups[/tex]

Thus, she use [tex]\frac{11}{4}\ cups[/tex]  of flour for each batter.

Amount of Flour used in making 2 more batter = [tex]2\times\frac{11}{4}= \frac{11}{2}\ cups[/tex]

Now we can say that;

Cups of flour left will be equal to Amount of  flour left after the second batch of batter minus Amount of Flour used in making 2 more batter.

framing in equation form we get;

Cups of flour left = [tex]\frac{13}{2}-\frac{11}{2}=\frac{13-11}{2}=\frac{2}{2}=1\ cup[/tex]

Hence Baker will be left with 1 cups of Flour.

The average net force on the man as he is brought to rest is: F = -1143.9N

Therefore, P.E = K.E

When the man comes to rest, the final velocity becomes, 0.

As, such, acceleration which is the rate of change of velocity becomes;

The force on the man; F = mass × acceleration.

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The average net force on the diver as he is brought to rest is approximately 689.56 N.

First, we can find the velocity of the man just before he reaches the water using the kinematic equation:

d = vt + 1/2at²

Now, let's calculate the velocity of the man just before he reaches the water using the equation:

vf​=0+(−9.8m/s2)×0.782s≈−7.664m/s

Since the velocity is negative, it means the man is moving downward.

After entering the water, the man comes to rest in 0.55 seconds. During this time, he decelerates due to the force of gravity, but this time in the opposite direction to his motion. We can use the equation:

Finally, we can determine the average net force using Newton's second law:

Given that the mass m of the man is 82 kg, we find:

F net = 82 kg × 14.025 m/s 2 ≈ 1147.35 N

Therefore, the average net force on the diver as he is brought to rest is approximately 1147.35 N.

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Answer:

To find the x-intercept, substitute in  0  for  y  and solve for  x . To find the y-intercept, substitute in  0  for  x  and solve for  y -intercept(s):  ( − 1 + √ 6 , 0 ) , ( − 1 − √ 6 , 0 ) y-intercept(s):  ( 0 , − 5 )

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

Answer:

A. The economy switches to producing less of one product without increasing the production of the other product

Step-by-step explanation:

PPC is the graphical representation of product combinations that an economy can produce, given resources & technology. It is downward sloping because given resources & technology, production of a good can be increased  by decreasing production of other good.

It is based on assumption that resources are efficiently utilised. Points on PPC show resources efficient utilisation, Points under PPC show under utilisation, Points outside PPC are beyond country's productive capacity.

If country produces less of a good without increasing production of other goods, implying wasted resources & production below PPC. This case doesn't satisfy productive efficiency

Other cases : Producing more of a good & less of other is just re allocative movement on the PPC itself. Production point at PPF intersection with either axis implies economy is producing only the good on that axis.

In all the cases except A. satisfy the 'productive efficiency'

Answer:

Option C) z = 3                                  

Step-by-step explanation:

We are given the following in the question:

IQ scores are normally distributed.

An IQ score is three standard deviations above the mean. Let x be the IQ score. Then, we can write,

[tex]x = \mu + 3\sigma[/tex]

Formula:

[tex]z_{score} = \displaystyle\frac{x-\mu}{\sigma}[/tex]

[tex]z = \dfrac{\mu + 3\sigma-\mu}{\sigma} = \dfrac{3\sigma}{\sigma} = 3[/tex]

Thus, the z-score is 3.

Thus, the correct answer is

Option C) z = 3

The z-score for a student with an IQ three standard deviations above the mean would be z = 3.

If a very bright student is described as having an IQ that is three standard deviations above the mean, and if this student's IQ is reported as a z-score, the z-score would be z = 3. This is because a z-score is a measure of how many standard deviations an observation is above or below the mean. When we say an observation is three standard deviations above the mean, we are describing a z-score of 3. Thus, the correct answer is c. z = 3.

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Answer:

  1 1/3 gallons per day

Step-by-step explanation:

To find gallons per day, divide gallons by days. ("per" means "divided by")

  (4 gal)/(3 day) = (4/3) gal/day

Demont used 4/3 = 1 1/3 gallon each day.

To find out how many gallons of gasoline Demonte used each day, divide the total amount used (4 gallons) by the number of days (3), yielding approximately 1.33 gallons per day.

Demonte used 4 gallons of gasoline in three days driving to work and used the same amount of gasoline each day. To calculate the amount of gasoline he used each day, you divide the total gallons of gasoline by the number of days. This can be represented by the following equation:

Gallons per day = Total gallons used ÷ Number of days

Gallons per day = 4 gallons ÷ 3 days

Gallons per day = 1.33 gallons per day (approximately)

Therefore, Demonte used approximately 1.33 gallons of gasoline each day.

Step-by-step explanation:

a. 5/10 x 5/10 = 25%

b. 2/10 x 2/10 = 4%

c. 3/10 x 5/10 = 15% (Probability for getting black then green)

5/10 x 3/10 = 15% (Probability of getting green then black)

Thus, probability of getting green and black in any order is 30%

d. SIimilarly,

5/10 x 2/10 = 10% (Green then red)

2/10 x 5/10 = 10% (Red then green)

Green and red in any order 20%

Answer:

Depending on the remaining of the question.  C is the answer

Step-by-step explanation:

5/10 x 5/10 = 25%

2/10 x 2/10 = 4%

3/10 x 5/10 = 15%  Probability for getting black then green

5/10 x 3/10 = 15%  Probability of getting green then black

green and black in any order is 30% the changes are higher in this case.

5/10 x 2/10 = 10% (Green then red)

2/10 x 5/10 = 10% (Red then green)

Green and red in any order 20%

Yo sup??

The only way to solve this problem is by observing the graph closely and making some approximations.

We have to compare the value of x with the corresponding y value.

at x=4 you will find that the value of y is around 3.8-3.9

Therefore the answer is 3.8

Hope this helps.

Answer:

[tex]f(4) \approx 3.73[/tex]

Step-by-step explanation:

We can see that this function looks like a square root function but only shifted to the right by 1 and up by 2.

A square root function is:

[tex]f(x) = \sqrt{x}[/tex]

Shifting a function up means adding that value to the f(x):

[tex]f(x) = \sqrt{x}+2[/tex]

Shifting a function to the right means replacing a value x with the value (x-the value of shifting a function to the right):

[tex]f(x) = \sqrt{x-1}+2[/tex]

We can check that this really is a graph of a function [tex]f(x) = \sqrt{x-1}+2\\[/tex]:

[tex]f(1) = \sqrt{1-1}+2 = 0+2=2[/tex]

We can see on the graph that this really is the case : f(1)=2

Also,

[tex]f(2) = \sqrt{2-1}+2 = 1+2=3[/tex]

This is also the case if we check the graph.

So, now we have to estimate f(x) at x=4:

[tex]f(4) = \sqrt{4-1}+2 = \sqrt{3}+2[/tex]

where [tex]\sqrt{3} \approx 1.73[/tex] , hence:

[tex]f(4) \approx 1.73+2 = 3.73[/tex]

Answer: It will take 7 days to use the inventory of shipping labels.

Step-by-step explanation:

Given : Total boxes shipped by warehouse worker per day = 25

Every box contains 3 shipping labels.

Inventory has 500 shipping labels.

Then, the total number of boxes can be made =  (Total  shipping labels) ÷ (labels in each box)

500 ÷ 3  =166.67≈166

Number of days it will take to use the inventory of shipping labels=  (total number of boxes can be made)  ÷  (Total boxes shipped  per day)

= 166÷ 25=6.64≈7

Hence, it will take 7 days to use the inventory of shipping labels.

It will take about 7 days to use the inventory of shipping labels.

To find how many days it will take to use the inventory of shipping labels, we need to divide the total number of shipping labels by the number of shipping labels used per day.

The total number of shipping labels is 500 and the worker ships 25 boxes each day, with each box containing 3 shipping labels.

So, the worker uses 25 x 3 = 75 shipping labels per day.

Dividing the total number of shipping labels (500) by the number of shipping labels used per day (75), we get 500 / 75 = 6.67.

Rounding to the nearest whole number, it will take about 7 days to use the inventory of shipping labels.

Answer:

Step-by-step explanation:

x+x+(x+12)=180

3x=180-12=168

x=56

third angle=56+12=68

so angles are 56°,56°,68°

The larger angle is x + 12 i.e. 56 + 12 = 68⁰.

A triangle is a closed shape with 3 angles, 3 sides, and 3 vertices.

Let the first angle be x.

then second angle is equal to first i.e. x

and third angle = x + 12

we know that,

Sum of all angles of a triangle is 180⁰.

Now,

x + x + x + 12 = 180

3x = 180 -12

3x = 168

x = 168/3

x = 56

Thus, the larger angle is x + 12 i.e. 56 + 12 = 68⁰.

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Simple sampling - A method where individuals are chosen randomly from a larger set.

Convenience sampling - The sample is being chosen as per ease of access thus it is not a random sampling.

Systematic sampling - Probability method where elements are chosen from a target population.

Stratified sampling - Method where population were divided into different groups called strata and the sample is then drawn from each group.

Cluster sampling - Population is where population were divided into different groups known as clusters. The clusters were then chosen randomly as the samples.

Answer: D (cluster sampling) - The service centers refer as the clusters and it is chosen randomly.

Final answer:

The Daimler - Chrysler survey method is an example of cluster sampling, where random groups (service centers) are selected and all members within these groups are surveyed.

Explanation:

The type of sampling used by Daimler - Chrysler when they randomly select 110 service centers during a certain week and survey all customers visiting those service centers is cluster sampling. In cluster sampling, the overall population is divided into groups, or clusters, and a random selection of these clusters is chosen.

All members (or customers, in this case) within these selected clusters are surveyed. This method is often more practical and cost-effective than surveying the entire population. It is important that the clusters themselves are representative of the population to ensure that data obtained is not biased.

Answer:

D 7/27

Step-by-step explanation:

If Maria ate 2/9 of the pizza, that means she DIDN'T eat 7/9 of the pizza. So far so good? Ok, then you just need to find out what is 1/3 of 7/9, because the three brothers are dividing the leftover pizza equally, right? Hint - "of" usually means multiply. And remember multiplying fractions is lovely - you simply multiply the numerators together, then multiply the denominators together (no common denominator mumbo jumbo). So...

1/3 * 7/9 = 7/27.

Maria's brothers will each receive option D. 7/27 of the pizza.

To determine the fraction of the whole pizza each of Maria's brothers will receive, if they share the remaining pizza equally, follow these steps:

Therefore, each of Maria's brothers will receive option D. 7/27 of the whole pizza.

Final answer:

To find the two numbers with a sum of 29 and product of 180, we set up a system of equations, solve for one variable in terms of the other, and then factor a quadratic equation to find that the two numbers are 20 and 9.

Explanation:

The student's question is about finding two numbers based on their sum and product. To solve this, we can set up two equations based on the given information: let's call our numbers x and y. The first equation based on their sum is x + y = 29, and the second equation based on their product is xy = 180.

We can find one number in terms of the other using the first equation: y = 29 - x. We then substitute this into the second equation to get x(29-x) = 180. Simplifying, we have x² - 29x + 180 = 0. Factoring the quadratic equation, we get (x - 20)(x - 9) = 0, which gives us two possible values for x: 20 or 9. Thus, the two numbers are 20 and 9.

Answer:

Total number of flat screen sold is 3/4

Step-by-step explanation:

Let the total number of the flat screen sold be y

y = number of flat screen sold in the morning + number of the flat screen sold in the afternoon.

Number sold in the morning = 5/15

Number sold in the afternoon = 1/3

Y = 5/12 + 1/3

Find the LCM of 12 and 3

Y = (5 + 4)/12

Y = 9/12

Y = 3/4

Total number of flat screen sold is 3/4

5/12

+1/3

=9/12

Reduce to 3/4

Step-by-step explanation:

Final answer:

To find the difference in time, subtract the bike time from the bus time by finding a common denominator and subtracting the fractions.

Explanation:

To compare the time it took Josh to bike to work with the time it took him to take the bus, we need to subtract the bike time from the bus time.

The time it took Josh to bike to work is given as 2/5 of an hour. We can represent this as a fraction, 2/5.

The time it took Josh to take the bus is given as 5/8 of an hour. This can also be represented as a fraction, 5/8.

To find the difference, we subtract the bike time from the bus time: 5/8 - 2/5. To do this, we need a common denominator, which in this case is 40.

Multiplying the numerator and denominator of 5/8 by 5, we get 25/40. Multiplying the numerator and denominator of 2/5 by 8, we get 16/40.

Now we can subtract the fractions: 25/40 - 16/40 = 9/40.

Therefore, it took the bus 9/40 of an hour longer than it took Josh to bike to work.

Answer:

Step-by-step explanation:

The given system of simultaneous equations is expressed as

-5=x-3y

11=-3x+7y

Rearranging both equations, it becomes

x - 3y = - 5- - - - - - - - - - 1

- 3x + 7y = 11 - - - - - - - - - -2

Multiplying equation 1 by 3 and equation 2 by1, it becomes

3x - 9y = - 15 - - - - - - - - - - -3

- 3x + 7y = 11 - - - - - - - - - - - 4

Adding equation 3 to equation 4, it becomes

- 2y = - 4

Dividing the left hand side and the right hand side of the equation by

- 2, it becomes

- 2y/ - 2 = - 4y/- 2

y = 2

Substituting y = 2 into equation 1, it becomes

x - 3 × 2= - 5

x - 6 = - 5

Adding 6 to left hand side and the right hand side of the equation, it becomes

x - 6 + 6= - 5 + 6

x = 1