Concept explainers
To determine the speed of Malik and Julio in still water
Answer to Problem 22PPS
6.07 miles per hour
Explanation of Solution
Given:
Time travelled against the current(in hours) | Time travelled with the current(in hours) | |
Malik | 2 | 1 |
Julio | 2.5 | 1.5 |
Total distance travelled against the current: 9.5 miles
Total distance travelled with the current: 20.5 miles
Speed of the current: 3 miles per hour.
Formula used:
Speed in still water = speed of the current + speed of canoe still water
Calculation:
Let x be the distance travelled against the current.
Let y be the distance travelled with the current.
From the table,
Multiply equation (2) with 2,
Subtract equation (2) from equation (3),
Substitute the value of y in equation (2),
The distance travelled with the current is 63 miles
Total time travelled with the current is 20.5 miles
Speed in still water = 3.07 + 3 = 6.07 miles per hour.
Conclusion:
Therefore, the speed of Malik and Julio in still water is 6.07 miles per hour.
Chapter 6 Solutions
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
Additional Math Textbook Solutions
Pre-Algebra Student Edition
Algebra and Trigonometry (6th Edition)
Elementary Statistics
Elementary Statistics: Picturing the World (7th Edition)
Basic Business Statistics, Student Value Edition
College Algebra (7th Edition)
- 3. Write a system of linear equations in slope intercept form that has exactly one solution at the point (3, 4), such that one line has positive slope (but not 1) and the other line has negative slope (but not "1). Also write your system of equations with both equations written in standard form with out any fractions 8- 7 8 5 4 3 -2- + -8-7-6-5-4-3-2-1 1 2 3 -1 2 - ° 4 -5 - -8arrow_forward2. Write a system of linear equations in slope-intercept form has exactly one solution at the point (3, 4), such that both lines have negative slope (but neither one has slope of 1). Also write your system of equations with both equations written in standard form without any fractions. B 0 5 4 3 -2 1 -8-7-6-5-4-3-2 -1 12 3 -1 2 -3 -5 6 -7 -8arrow_forward4. Write a system of linear equations in slope-intercept form that has no solution, such that (3, 4), and (3,8) are solutions to the first equation, and (0, 4) is a solution to the second equation. Also write your system of equations with both equations written in standard form with out any fractions B 0 5 4 3 -2 + -8-7-6-5-4-3-2 -1 |- 1 2 3 -1 2 -3 4 -5 6 -7arrow_forward
- Show how you can solve the system of equations by manipulating the algebra tiles while maintaining the balances. On this side of the page, use the addition (elimination) method. Keep track of what you did at each step by writing down the corresponding equivalent equations, as well as what you did to go from one equation to the next. 1. x + 2y = 5 x-2y=1 2. 2x+y=2 x-2y= 6arrow_forwarde) x24 1) Which of these are equivalent to x³? For each expression that is equivalent to x², prove it by using the definition of exponents. For each that is not equivalent to x³, give an example using a specific value for x that shows that it represents a different number. a) (x5) d) f) 10-2 b) (x²) *|*arrow_forwardNow show how you can solve the system of equations by manipulating the algebra tiles while maintaining the balances, using the substitution method. Keep track of what you did at each step by writing down the corresponding equivalent equations, as well as what you did to go from one equation to the next. Δ 1. x + 2y = 5 x-2y=1 2. 2x + y = 2 x-2y= 6arrow_forward
- 1. Write a system of two linear equations in slope-intercept form that has exactly one solution at the point (3, 4), such that both lines have positive slope (but neither one has slope of 1) Also write your system of equations with both equations written in standard form without any fractions. 8- 7 8 5 4 3 -2- + -8-7-6-5-4-3-2-1 1 2 3 -1 2 - 4 -5 -7 -8arrow_forwardThe original idea for creating this applet comes from Steve Phelps' Graph the Line applet. Directions: 1) Examine the equation shown on the right side of the screen. 2) Reposition the 2 big points so that the line is the graph of the displayed equation. 3) Click the "Check Answer" checkbox to check. If you're correct, the app will inform you. If you're not, you'll know this as well. If you're not correct, keep trying until you position the gray line correctly. 4) After correctly graphing the line, click the "Generate New Line" button.arrow_forwardProblem 1 & 2 answers 1. One diagonal has 11 squares, then total square in total for two diagonal line is 11 + 11 - 1 = 21 . 2. Each part has 5 squares.(except middle)Multiply by 4: 5 × 4 = 20.Add the middle square: 20 + 1 = 21.arrow_forward
- 2. Now Figure out a different way you could determine how many squares there are in the figure, again without counting them all one-by-one. Briefly describe this other method:arrow_forward1. Without counting all of the squares one by one, determine how many squares there are in the figure shown. Briefly describe your method.arrow_forward54, and 68 e Problem (10 point. in standard form (a + bi): 2+i √√3-2i ksgiving Problem (2 ion to reveal Mr. Erdman's favoriarrow_forward
- Algebra and Trigonometry (6th Edition)AlgebraISBN:9780134463216Author:Robert F. BlitzerPublisher:PEARSONContemporary Abstract AlgebraAlgebraISBN:9781305657960Author:Joseph GallianPublisher:Cengage LearningLinear Algebra: A Modern IntroductionAlgebraISBN:9781285463247Author:David PoolePublisher:Cengage Learning
- Algebra And Trigonometry (11th Edition)AlgebraISBN:9780135163078Author:Michael SullivanPublisher:PEARSONIntroduction to Linear Algebra, Fifth EditionAlgebraISBN:9780980232776Author:Gilbert StrangPublisher:Wellesley-Cambridge PressCollege Algebra (Collegiate Math)AlgebraISBN:9780077836344Author:Julie Miller, Donna GerkenPublisher:McGraw-Hill Education