Ashley is keeping track of the miles she runs over the summer. Her goal is to run 600 miles over the summer. If she has run 230 miles so far, write an equation and solve for the number of miles she has left to run to reach her goal.

Answer:

so you just use the equation to get the formula and extract the common denominator

Step-by-step explanation:

because i said so

Answer:

2x³ + 4x² cub. inches

3x³ + 36x² + 105x cub. inches

x³ + 32x² + 105x cub. inches

Step-by-step explanation:

Volume of the small box = x × 2x × (x + 2)

= 2x²(x + 2)

= 2x³ + 4x² cubic inches

Volume of the large box = (x + 5)(x + 7) × 3x

= (x² + 12x + 35) × 3x

= 3x³ + 36x² + 105x cubic inches

Difference between Volume of large box and small box = 3x³ + 36x² + 105x - (2x³ + 4x²)

3x³ + 36x² + 105x - 2x³ - 4x²

x³ + 32x² + 105x cubic inches

Answer:

$1.20 for one pound of rice

Step-by-step explanation:

$9.60 ÷ 8 = $1.20

I hope this helps!

Answer: 2/3 time 3/7 it would be 6/21

Step-by-step explanation: because you would multiply bot the numerator and denominater.

The homogeneous equation

y'' + y = 0

has characteristic equation

r² + 1 = 0

with roots at r = ± √(-1) = ± i, and so the characteristic solution is

y = C₁ cos(x) + C₂ sin(x)

Using the method of undetermined coefficients, suppose

y = a x cos(x) + b x sin(x)

(we would normally consider y = a cos(x) + b sin(x), but cos(x) and sin(x) are already part of the characteristic solution)

The derivatives are

y' = a cos(x) - a x sin(x) + b sin(x) + b x cos(x)

y' = (b - a x) sin(x) + (a + b x) cos(x)

and

y'' = -a sin(x) + (b - a x) cos(x) + b cos(x) - (a + b x) sin(x)

y'' = (-2a - b x) sin(x) + (2b - a x) cos(x)

Then

y'' + y = (-2a - b x) sin(x) + (2b - a x) cos(x) + a x cos(x) + b x sin(x)

7 sin(x) = -2a sin(x) + 2b cos(x)

and it follows that a = -7/2 and b = 0.

So, the general solution to the DE is

y = C₁ cos(x) + C₂ sin(x) - 7/2 x cos(x)

which means the only valid solutions from the given choices are

y = 7 sin(x)

y = 7 cos(x)

Answer:

correct answer explained above

Answer:

at the vertex x = 4.5

Step-by-step explanation:

hope this helps! :)

Answer:

at the vertex x = 4.5

Step-by-step explanation:

Answer:

14

Step-by-step explanation:

3+3+4+4 = 14

Answer:

Refer to link below:

Step-by-step explanation:

https://brainly.com/question/25868816?referrer=searchResults

Answer:

sqr75=sqr25*sqr3=5*sqr3

88(5*sqr3)

decimal = 762.10235533

Answer:

Step-by-step explanation:

Given:

Solution:

Rewrite the expression as:

Multiply 88 into 5:

Step-by-step explanation:

x³ + 3x² - 19  ÷ x - 2 = x² + 5x + 10 rem 1

x³ -  2x²

      5x² - 19

      5x² - 10x

               10x - 19

               10x - 20

                         1

Answer:

quickly:

x-2=0 x^3+3x^2-19

x=0+2 = 2^3+3(2)^2-19

x=2 = 8+6^2-19

=8+36-19

=42-19

=23

The remainder is 23

Answer:

No, there is no enough flour for each of his friends to get a cupcake

Step-by-step explanation:

Let us use the ratio method to solve the question

∵ This recipe makes 2 dozen cupcakes

∵ Each dozen contain 12 cupcakes

∴ The number of cupcakes can the recipe make = 2  × 12

∴ The number of cupcakes can the recipe make = 30 cupcakes

∵ The recipe calls for 3 cups of flour

→ That means 3 cups of flour can make 30 cupcakes

∴ 3 cups of flour makes 30 cupcakes

∵ Anthony’s mother has only 1 cup of flour

→ By using the ratio method

→  flour  :  cupcake

→  3      :  30

→   1       :   x

→ By using cross multiplication

∵ 3 × x = 1 × 30

∴ 3 x = 30

→ Divide both sides by 3

∴ x = 9

∵ x represents the number of cupcakes  

∴ Anthony’s mother can make 9 cupcakes with 1 cup of flour

∵ Anthony has 12 friends at his daycare

∵ The number of the cupcakes = 9

∴ The number of cupcakes is not enough for each of his friends to

  get a cupcake

Step-by-step explanation:

Answer:

Tony’s birthday his mother is making cupcakes for his friends at his daycare that the recipe calls for 3 1/3 of flour I make 2 1/2 dozen cupcakes.Call me she’ll ask flower two dozen of cupcakes

Step-by-step explanation:

[tex]\\ \sf{:}\Rrightarrow {\displaystyle{\lim_{x\to -3}}}\dfrac{x^2-9}{x^2+2x-3}[/tex]

[tex]\\ \sf{:}\Rrightarrow {\displaystyle{\lim_{x\to -3}}}\dfrac{(x+3)(x-3)}{x^2+3x-x-3}[/tex]

[tex]\\ \sf{:}\Rrightarrow {\displaystyle{\lim_{x\to -3}}}\dfrac{\cancel{(x+3)}(x-3)}{\cancel{(x+3)}(x-1)}[/tex]

[tex]\\ \sf{:}\Rrightarrow {\displaystyle{\lim_{x\to -3}}}\dfrac{x-3}{x-1}[/tex]

[tex]\\ \sf{:}\Rrightarrow \dfrac{-3-3}{-3-1}[/tex]

[tex]\\ \sf{:}\Rrightarrow \dfrac{-6}{-4}[/tex]

[tex]\\ \sf{:}\Rrightarrow \dfrac{3}{2}[/tex]

Hope you could understand.

If you have any query, feel free to ask.

Supplementary means that the angles together equal 180°

So we simply do 180 - 28 = 152°

Hope this helps!

Answer:

I think its 86

Step-by-step explanation:

As the two lines going in the same direction are parallel and angles within parallel lines add to 180.

so 180-94=86

looking at the picture, the region AB is where the inequality of f(x) overlaps the inequality g(x), so if we pick any point on that blue region AB, then f(x) will be TRUE and g(x) will also be TRUE, lemme narrow it down some, let's pick the point on AB of say (0,0), namely x = 0 and y = 0

let's try the 1st set

0 ⩽ - 2(0) + 3

0 ⩽ 3  <--- is that true? well yes, zero is less or equals, actually less than 3

0 ⩽ 0 + 3

0 ⩽ 3 <--- is that true? yes it's

let's try the 2nd inequalities set with the same values for "x" and "y"

0 ⩾ -2(0) + 3

0 ⩾ 3 <--- is that true? nope, no dice

let's not bother checking the other, since it already gave FALSE

let's try the 3rd inequalities set, same values

0 ⩽ -3(0) + 2

0 ⩽ 2  <--- is that true? yeap

0 ⩽ -(0) + 2

0 ⩽ 2 <---- is that true? yeap

not to bother you with the 4th set one, the 4th one fails and gives FALSE

so we know the 1st and 3rd one give TRUE on for f(x) and g(x), so which one is it?

take a peek at the picture below, notice the rise and run and therefore the slopes for each, g(x) has a slope of 2/2 = 1, and f(x) has a slope of 3/1 = 3, both going downwards, so both are negative, namely -1 and -3.

that means that  g(x) will look like -1x + something, or -x + something.

and means that f(x) will look like -3x + something.

so that means the only set with those slopes will be    [tex]\begin{cases} y\leqslant -3x + 2\\ y \leqslant -x + 2 \end{cases}[/tex]

Answer: 160

Step-by-step explanation: The questions says that there are 144 which make up 90% of the total group.

What is the other 10%? To figure this out, we can set up a proportion which we can do in the following way:

144/t = 90/100

From here, you can cross multiply 144 x 100 = 14,400

90t = 14,400

t= 160

You can always check by plugging 160 into t to make sure the proportion is equal. I picked t as my varriable of choice which stands for team members. But you can pick an varriable (letter) to find an unknown.

In practice, is best that your child uses a calculator because in the real world, its a practical handy tool and one doesn't have time to memorize every detail by doing that long division. Once your child gets the hang of practicing setting up proportions, your child can solve a variety of problems without going back in circles.

Hope this explanation helps. Best of luck to you and your child.

Answer:

Second and fourth

Step-by-step explanation:

A line is in point-slope form when you write down as [tex]y-y_0=m(x-x_0)[/tex] - do not be distracted by the signs, +1 and +5 can both be written as -(-1) or -(-5) rispectively.

Divide 140 by 7 and you get 20, so Monica spent 20$ in order to pay a 1.40 sales tax

Answer:

If the die is 6 sided then the likely is none (0)

Step-by-step explanation:

Hope this helps!:)

Step-by-step explanation:

A quadrilateral has (four) sides and (four) angles

A pentagon has (five) sides and (five) angles

A cube (six) faces

hope this helps you.

Answer:

2 × 6 × 4

Step-by-step explanation:

This can also be written like this.

f we plot the provided points, we'd end up with something like the picture below, which is a line, mind you a declining line from left to right, so we can pretty see it has a negative slope, to get the slope we can just pick any two given points and check what it might be as well as get its equation, hmmm let's use the points of (4,-8) and (2,8)[tex](\stackrel{x_1}{4}~,~\stackrel{y_1}{-8})\qquad (\stackrel{x_2}{2}~,~\stackrel{y_2}{8}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{8}-\stackrel{y1}{(-8)}}}{\underset{run} {\underset{x_2}{2}-\underset{x_1}{4}}}\implies \cfrac{8+8}{-2}\implies \cfrac{16}{-2}\implies -8 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-8)}=\stackrel{m}{-8}(x-\stackrel{x_1}{4})\implies y =-8x+24[/tex]

so is linear because it has a slope (common difference) of -8,

Answer:

See image

Step-by-step explanation:

On line 3, the reason is filled in that "All right angles are congruent" so kind of working backwards, the statement must say that two right angles are congruent. Use the angles in the previous two statements. Line 4 has the statement completely filled in, the reason is bc it is given in the list of given statements beside the diagram. Line 5 says that RT is congruent to itself. That is reflexive property, like a reflection in a mirror. Same ~= same.

You can see from the markings on the image that you have Angle-Side-Angle, which is one of several ways that we can show that triangles are congruent. ASA is what is shown in statements 1-5. See image.

Step-by-step explanation:

you know, a single side cannot be longer than the other 2 sides combined.

otherwise, the triangle cannot "close".

so, it starts with 12 cannot be longer than 5 + n.

therefore, n must be at least 7.

and n cannot be longer than 5+12 = 17

7 and 17 I would normally rule out a well, because in these cases the triangle would just be a flat line, when the 3rd side is as long as the other 2 combined.

so, in reality for a real, visible triangle, the range of valid values is 8 .. 16.

that is 9 positive integer values.

Answer:

9 is the answer.

Step-by-step explanation:

5(x − 4)2 = 4x + 14

=> 10x - 40 = 4x + 14

=> 6x = 54

=> x = 9

Therefore, 9 is the answer.

Hoped this helped.

The value of the x after solving the equation 5 (x - 4) 2 = 4x + 14 is x = 9.

Linear equations are equation involving one or more expressions including variables and constants and the variables are having no exponents or the exponent of the variable is 1.

Given linear equation,

5 (x - 4) 2 = 4x + 14

5 × 2 (x - 4) = 4x + 14

10 (x - 4) = 4x + 14

By distributive property, p (q + r) = p q + p r

10x - (10 × 4) = 4x + 14

10x - 40 = 4x + 14

10x - 4x = 14 + 40

6x = 54

x = 54 / 6

x = 9

Hence the value of x is 9.

To learn more about Linear Equations, click on the link given below :

https://brainly.com/question/11897796

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no why? cause the guy bought 2 shirts for 19 dollors each where was he at nikes?  on average a shirt cost 15 bucks but 19? yeah no

Answer:

Step-by-step explanation:

no why? cause the guy bought 2 shirts for 19 dollors each where was he at nikes?  on average a shirt cost 15 bucks but 19? yeah no