Marta walked at 2.7 miles per hour for 0.93 hours. How far did she walk?

Answer:

It's 17

Step-by-step explanation:

1.        15 squared is 225

2.       8 squared is 64

3.       225+64=289

4.       find the square root of 289

5.       17 is because when you square 17, you get 289.

P.S mark ar brainliest, rate 5 stars and hit that thanks button.

Answer:

c

Step-by-step explanation:

Answer:

1.2 rolls

Step-by-step explanation:

6 rolls=5 dresses

1.2 rolls             =1 dress

hope i helped:)

Answer:

-25.776

Step-by-step explanation:

-7.2

x 3.58

Multiply to get the sums and add them together to get your answer.

Answer:

D is incorrect so ur answer is D

9514 1404 393

Answer:

  7 in

Step-by-step explanation:

For width w in inches, the length is given as 2w+1. The area is the product of length and width, so we have ...

  A = LW

  105 = (2w +1)w

  2w^2 +w -105 = 0

To factor this, we're looking for factors of -210 that have a difference of 1.

  -210 = -1(210) = -2(105) = -3(70) = -5(42) = -6(35) = -7(30) = -10(21) = -14(15)

So, the factorization is ...

  (2w +15)(w -7) = 0

Solutions are values of w that make the factors zero:

  w = -15/2, +7 . . . . . negative dimensions are irrelevant

The width of the rectangle is 7 inches.

Answer:

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}[/tex]

Step-by-step explanation:

Given

[tex]\frac{a^3b^{-2}}{ab^{-4}}[/tex]

[tex]a\ne 0; b \ne 0[/tex]

Required

Evaluate

[tex]\frac{a^3b^{-2}}{ab^{-4}}[/tex]

Apply the following law of indices:

[tex]\frac{x^m}{x^n} = x^{m-n}[/tex]

So, the expression becomes:

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2-(-4)}[/tex]

Remove brackets

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2+4}[/tex]

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}[/tex]

Answer:

D. a^3 b^4 / ab^2

Step-by-step explanation:

Answer:

I have made it in above picture

Answer:

w = 2   He bought 2 packages of white socks

Step-by-step explanation:

6(8) + 4w = 56

48 + 4w = 56

4w = 8

w = 2

Check your work

6(8) + 4(2) = 56

48 + 8 = 56

56 = 56

Answer:

The notation of the segment AB will be:

Step-by-step explanation:

We know that a line segment is a line of part with two endpoints.

For example,

Let AB be the line segment

Here A and B are the endpoints of a part of a line.

Thus, the notation of the segment AB will be:

Answer:

$392

Step-by-step explanation:

Given the expression :

Total cost = 20a + 13c

a = adult

c = student

The total cost for 4 adults and 24 students

a = 4 ; c = 24

Total cost :

20(4) + 13(24)

80 + 312

= $392

Answer:

the actual answer is 20 units

Step-by-step explanation:

The value of x which is equal to length RQ is 20 units.

The given parameters;

From the given triangle we can apply similar triangle property as follows;

[tex]\frac{base \ of \ triangle \ SRQ}{hypotenuse \ of \ triangle \ SRQ} = \frac{base \ of \ triangle \ RTQ}{hypotenuse \ of \ triangle \ RTQ} \\\\\frac{RQ}{SQ} = \frac{TQ}{RQ} \\\\\frac{x}{(9 + 16)} = \frac{16}{x} \\\\x^2 = 25 \times 16\\\\x = \sqrt{25 \times 16} \\\\x = 5 \times 4\\\\x = 20 \ units[/tex]

Thus, the value of x which is equal to length RQ is 20 units.

Learn more about similar triangles here: https://brainly.com/question/11899908

Answer:

B

Step-by-step explanation:

To get from 1 to 5, add 4.

To get from 3 to 7, add 4.

To get from 4 to 8, add 4.

Hope this helps!

Answer:

X=4 ; X minus two equals zero

Step-by-step explanation:

X minus two equals zero:

x-2=2

Add two to both sides:

x=4

Answer:

Step-by-step explanation:

the coefficient is the number that is multiplied by x² so is 17

the constant term is the one without any x ( it does not change when x changes) so is -13

Answer:

604.58

Step-by-step explanation:

because hegarty says its 604.58

Answer

f(x)=9/x , g(x) = x / x + 1 = 9/2

Step-by-step explanation:

Answer:

You need to ask a question for someone to answer it.

Are you looking for their derivatives?

-x² + 164x - 64  => -2x + 164

-4x² - 10x + 84 => -4x - 10

3x² + 24 => 6x

Indefinite Integrals?

-x² + 164x - 64  => -x³/3 + 82x² - 64x + C

-4x² - 10x + 84 => -4x³/3 - 5x² + 84x + C

3x² + 24 => x³ + 24x + C

Want them factored?

-x² + 164x - 64  => has no factors

-4x² - 10x + 84 => 2(2x - 7)(x + 6)

3x² + 24 => 3(x² + 8)

We can't ensure a proper answer if you don't ask the question.

Answer: first one is a. (v = 1 2/3) the second on is c. (line up numbers at the decimal point)

Step-by-step explanation:

Answer:

The answer's the third one listed.

Step-by-step explanation:

The equation to solve for x is:

6x + 16 + 10x - 6 + 90 = 180

16x + 100 = 180

16x = 80

x = 5

To solve for angle BCD, just substitute 5 for x

m = 10(5) - 6

m = 50 - 6

m = 44

If I did the math correct, the answer is -1 1/4, i'll attach a ss in a second.

Answer: may i see a picture then I can help

Step-by-step explanation:

Answer:

there were 60 people that are under 16 and 190 people above 16.

Answer:

Correct answers: Part A: Moe = 2500 + 125n and Meo = 2000 + 150n. Part B: oe: 12 machines; eo: 14 machines. Part C: 20 machines or higher.

PARCC evidence statement(s) tested: HS.D.1-1:

Solve multi-step contextual problems with degree of difficulty appropriate to the course, requiring application of knowledge and skills articulated in 7.RP.A, 7.NS.3, 7.EE, and/or 8.EE.

The evidence statement above references mainly Math Practice 4 in the Common Core:

[MP.4] Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. … By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

It may also reference other standards of mathematical practice, including MP.1 (make sense of problems and persevere in solving them), MP.2 (reason abstractly and quantitatively), and MP.5 (use appropriate tools strategically).

The question requires students’ prior understanding of the eighth-grade Common Core standard 8.EE.C, found under Expressions and Equations (analyze and solve linear equations and pairs of simultaneous linear equations), which states that they should be able to [EE.C.7] “solve linear equations in one variable” and [EE.C.8] “analyze and solve pairs of simultaneous linear equations.”

Note that the PARCC question referenced here simply uses understanding of these standards from eighth grade, considering this understanding to be securely-held knowledge. The PARCC question in Algebra 1 tests students’ ability to model with mathematics, as referenced in Math Practice 4.

Step-by-step explanation:

Answer:

Area of the Rectangle is (length×breadth)

[tex]5 {x}^{5} {y}^{3} \times {(7 {x}^{3}y) }^{4} = 5 {x}^{5} {y}^{3} \times 2401 {x}^{12} {y}^{4} \\ = 12005 {x}^{17} {y}^{7} [/tex]

Third option is the right answer.

If ,

[tex]\tt{z=-3+5i }[/tex] ⠀

so,

[tex]\overline{z}[/tex]=[tex]\tt{ -3-5i }[/tex]

Because,

In the argand plane ,[tex]\overline{z}[/tex] is the reflection of z in x-axis

Answer:

x = 3

Step-by-step explanation:

2y = 2x - 8

2(-2x + 5) = 2x -8

-4x + 10 = 2x - 8

+4x           +4x

10 = 6x - 8

+8        +8

18 = 6x

divide both sides by 6

x = 3

Hope this Helps!!!