Tara has already run 7 miles on her own, and she expects to run 1 mile during each track
practice. How many track practices would it take for Tara to run 23 miles?
Explain please

Answer:

11.4972 USD

Step-by-step explanation:

Approx. 11.50

The equation in point slope form will be -

y - 2 = 2(x - 3).

The general equation of a straight line is -

Other possible equations of lines are -

We have some equations of line as given in the question.

The point slope form is -

(y - y₁) = m(x - x₁)  

The points are -

(3, 2) and (5, 6)

So -

m = (6 - 2)/(5 - 3)

m = 4/2

m = 2

Equation will be -

y - 2 = 2(x - 3)

Therefore, the equation in point slope form will be -

y - 2 = 2(x - 3)

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The area of one of the bases of the hexagonal prism is approximately 7.39 units^2.

To solve this problem, we can use the formula for the volume of a hexagonal prism:

V = (3√3/2) * a^2 * h

where V is the volume, a is the length of one side of the hexagonal base, and h is the height of the prism.

We are given that the height of the prism is 4 units and the volume is 98 units^3. Plugging these values into the formula, we can solve for the length of one side of the base:

98 = (3√3/2) * a^2 * 4
a^2 = 98 / (12√3)
a ≈ 2.95

Now that we know the length of one side of the base, we can find the area of the hexagon by using the formula:

A = (3√3/2) * a^2

where A is the area of one of the bases. Plugging in the value we found for a, we get:

A = (3√3/2) * (2.95)^2
A ≈ 7.39

Therefore, the area of one of the bases of the hexagonal prism is approximately 7.39 units^2.

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The answer is option C, 8√2.

The length of the diagonal side of the square is 8 fr. Hence the gardener wants to divide a square piece of lawn in half diagonally, which means to find the length of a diagonal bisector of a square. Let's solve the problem: Length of the diagonal side of the square = 8 fr.

Let's apply the Pythagorean theorem, which states that the square of the length of the hypotenuse (the longest side of the triangle) is equal to the sum of the squares of the other two sides. Therefore, the formula to find the length of the diagonal (d) of the square with side a is given by d = a√2.

Now we can find the length of the diagonal of the square using the formula given above: d = a√2d = 8√2Thus, the length of the diagonal side of the square is 8 fr. Hence the length of the diagonal of the square is 8√2 fr. Therefore, the answer is option C, 8√2.

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The another equivalent expression of total liquid is (x+2)/4.

Expressions that perform similarly but differ in appearance are said to be equivalent expressions. When the same value for the variable is entered, two algebraic expressions that are equivalent will have the same result.

x quarts liquid in the container 3/4 part of liquid is removed

Then remaining liquid in container = X - \(\frac{3}{4}X\)

Then remaining liquid in container = x/4quarts

Another 1/2 quart is poured into container

Then total liquid = \(X-\frac{3}{4}X+\frac{1}{2}\) quarts

total liquid = \(\frac{X+2}{4}\) quarts

So, then the another equivalent expression of total liquid is (x+2)/4.

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Answer:-19

Step-by-step explanation:

\(\huge\text{Hey there!}\)

\(\large\boxed{\mathsf{3 - 6 - (2 + 6)^2}}\\\\\large\boxed{\mathsf{= -3 - (2 + 6)^2}}\\\\\large\boxed{\mathsf{= -3 - (8)^2}}\\\\\large\boxed{= \mathsf{-3 - 8^2}}\\\\\large\boxed{\mathsf{= -3 - 8 \times 8}}\\\\\large\boxed{= \mathsf{-3 - 64}}\\\\\large\boxed{= \mathsf{ -67}}\\\\\\\huge\textbf{Therefore, your answer is: \boxed{\mathsf{-67}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

Answer:

4 red marbles and 6 blue marbles is the correct answwer

Step-by-step explanation:

Answer:

A.) 4 red marbles and 6 blue marbles

Step-by-step explanation:

If you times 2 x 2 then you will get 4

If you times 3 x 2 then you will get 6

And since the ratio is red : blue

2 : 3 is equivalent to 4 : 6

Just like  \(\frac{2}{3} = \frac{4}{6}\) they are the same thing.

if you were to do a fraction graph, 2 of the 3 \(\frac{1}{3}\) bars would be the same length of 4 \(\frac{1}{6}\) bars:

Answer:

1) 3w - 10 > 4

3w > 6, so w > 2

Put a 2 below the third vertical line on

the number line. Draw and fill in the

circle over 2, then draw a line going to

the arrow on the right.

2) 2x + 4 < 8

2x < 4, so x < 2

Put a 2 below the third vertical line on

the number line. Draw (but do not fill in)

the circle over 2, then draw a line going

to the arrow on the left.

3) 3 < 1.5p - 9

1.5p > 6, so p > 4

Put a 4 below the third vertical line on

the number line. Draw (but do not fill in)

the circle over 4, then draw a line going

to the arrow on the right.

4) (b/5) + 9 < 10

b/5 < 1, so b < 5

Put a 5 below the third vertical line on

the vertical line. Draw (but do not fill in)

the circle over 5, then draw a line going

to the arrow on the left.

5)

\( \frac{1}{3} c - 2 \frac{1}{2} \geqslant \frac{1}{2} \)

\( \frac{1}{3} c \geqslant 3\)

\(c \geqslant 9\)

Put a 9 below the third vertical line on the number line. Draw and fill in the circle over 9, then draw a line going to the arrow on the right.

6) (4/5)(x - 2) < 6

x - 2 < 7.5, so x < 9.5

Put a 9.5 below the third vertical line on

the number line. Draw and fill in the

circle over 9.5, then draw a line going to

the arrow on the left.

varables:

O= omar songs\

S= total # of songs

equation:

2o+37= S

Hoped that helped:)

A table or spreadsheet used to systematically evaluate options according to specific criteria is a decision matrix.

A decision matrix is a table or spreadsheet used to systematically evaluate options based on specific criteria. It is a tool commonly used in decision-making processes to objectively assess and compare different choices.

The decision matrix organizes the criteria in rows and the options in columns. Each cell in the matrix represents the evaluation or score of an option based on a particular criterion. The criteria can be weighted to reflect their relative importance in the decision-making process.

By filling out the decision matrix with scores or ratings for each option and criterion, a comprehensive evaluation can be performed. The matrix allows decision-makers to visualize and compare the performance of different options against the criteria, helping them make more informed and structured decisions.

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Answer:

140 cm²

Step-by-step explanation:

Area of a triangle = 1/2 x base x height

1/2 x 14 x 20 = 140

∴ Area = 140cm²

Answer:

140 square mm

Step-by-step explanation:

the formula for area of triangle is: \(\frac{base*height}{2}\)

so if you replace everything you get: \(\frac{14*20}{2}\)

14*20=280 so you get: \(\frac{280}{2}\)

280÷2=140

Answer:

Go two back away from -5

Step-by-step explanation:

I don't know how to explain this but like start at -5 and then go back two?

Or start at -10 and go forward 3

hope it helps :)

The solutions to the equation cos 2x = -cos x are x = π/3 + 2πn and x = π + 2πn, where n is any integer

To find the solution to the equation cos 2x = -cos x, we need to use the double angle formula for cosine. The double angle formula for cosine is:

cos 2x = 1 - 2sin^2x

We can substitute this into the original equation to get:

1 - 2sin^2x = -cos x

Next, we can rearrange the equation to isolate the sine term:

2sin^2x = 1 + cos x

Now, we can use the Pythagorean identity, which states that sin^2x + cos^2x = 1, to substitute for sin^2x:

2(1 - cos^2x) = 1 + cos x

Simplifying and rearranging gives us:

2cos^2x + cos x - 1 = 0

This is a quadratic equation in terms of cos x, so we can use the quadratic formula to find the solutions:

cos x = (-1 ± √(1^2 - 4(2)(-1))) / (2(2))

cos x = (-1 ± √9) / 4

cos x = (-1 ± 3) / 4

This gives us two possible solutions for cos x:

cos x = (-1 + 3) / 4 = 1/2

cos x = (-1 - 3) / 4 = -1

Therefore, the solutions to the equation cos 2x = -cos x are x = π/3 + 2πn and x = π + 2πn, where n is any integer.

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Answer:

8 but more than 6

Step-by-step explanation:

Answer:

14

Step-by-step explanation:

The triangle side rule is that the two smaller side have to be added together and be greater than the longest side

6+8=14

so any number that is 14 or more cannot be the other side

Therefore the third side must be less than 14 inches

~MisterMathWiz

Answer:

A. EDHG is congruent to PRLQ ; the simplified fraction scale of EDHG to this polygon is 1.5

(Multiply the values of the sides by 1.5 and you will see that you will get the same values of the polygon EDHG)

B. cannot be because the angles are the same .

C. cannot be because the corresponding sides are congruent

D. cannot be because the corresponding side are proportional

E. cannot be because corresponding angles are proportional

Answer:

193 miles

Step-by-step explanation:

55 x 3.5 = 192.5 round up to 193

Answer:

193 miles I think

Step-by-step explanation:

Hope this helped have an amazing day!

Answer:

Linear model

Step-by-step explanation:

A linear model models a real-life situation y = mx + b (m will be the constant rate of change and b is the initial or starting value)

A linear function that mimics a real-world scenario is known as a linear model.

A continuous response variable is described by a linear model as a function of one or more predictor variables. They can assist you in analyzing experimental, monetary, and biological data or in understanding and predicting the behavior of complex systems. A statistical technique used to build a linear model is called linear regression.

It is called a linear model because the formula indicates a link between the left and right sides that is established by "linear" or "constant" parameters for each term, which are then solved for to reduce the overall divergence of the data from the model.

By using a linear combination of predictor variables, linear models can be used to describe a response variable.

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Answer:

Step-by-step explanation:

In order to turn a proper fraction into an improper fraction you have to multiply your constant number by the denominator then add your numerator.

Example with names:

constant \(\frac{numerator}{denominator\\}\)

Constant times denominator

sum of constant times denominator plus the numerator

answer/ denominator

Our Problem:

7 4/5

7 times 5= 35

35+4= 39

39/5

Answer:

Number of push up = 8 + 2x

Step-by-step explanation:

Keenan can do 8 push ups each day. He plans to do 2 extra day until he is doing 30 push ups. Each day he does an additional 2 push up, on the first day he does 8 + 2 = 10 push up, on the second day he does 10 + 2 = 12 push ups. This can be represented by the expression:

Number of push up = 8 + 2x

where x is the number of days.

To do 30 push ups, we can calculate the number of days needed:

30 = 8 + 2x

2x = 30 - 8

2x = 22

x = 11

Answer:

8+2x its from khan academy

Step-by-step explanation:

give person above brainliest :)

She will drive 95 miles in 1.5 hours

Step-by-step explanation:

Know how many minutes are there in 1.5 hours (90 minutes) Divide 90÷18= 5. Multiply 19 miles by 5. Answer should be 95 miles

The volume of oil exiting the pipe is approximately 100 cu in/hr, 2,400 cu in/day, and 1.39 cu ft/day when converting cu in/day to cubic feet per day.



To calculate the volume of oil exiting the pipe every hour, you would need to know the flow rate of the oil in cubic inches per hour. Let's assume the flow rate is 100 cubic inches per hour.To find the volume of oil exiting the pipe every day, you would multiply the flow rate by the number of hours in a day. There are 24 hours in a day, so the volume of oil exiting the pipe every day would be 100 cubic inches per hour multiplied by 24 hours, which equals 2,400 cubic inches per day.

To convert the volume from cubic inches per day to cubic feet per day, you would need to divide the volume in cubic inches by the number of cubic inches in a cubic foot. There are 1,728 cubic inches in a cubic foot. So, dividing 2,400 cubic inches per day by 1,728 cubic inches per cubic foot, we get approximately 1.39 cubic feet per day.

Therefore, the volume of oil exiting the pipe is approximately 100 cubic inches per hour, 2,400 cubic inches per day, and 1.39 cubic feet per day.

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the function of this answer b

The absolute maximum of f(x) = 4x⁴ on the interval [-3,-2] is f(-2) = 64, and the absolute minimum is f(-3) = 324.

On the interval [-3, -2], the function f(x) = 4x⁴ is continuous and differentiable.

To find the critical points, we take the derivative:

f'(x) = 16x³

Setting f'(x) = 0, we get:

16x³ = 0

Solving for x, we get x = 0, which is not in the interval [-3, -2].

Therefore, there are no critical points in the interval.

The endpoints of the interval are -3 and -2, so we evaluate the function at these points:

f(-3) = 4(-3)⁴ = 108

f(-2) = 4(-2)⁴ = 64

Therefore, the absolute maximum is f(-3) = 108 and the absolute minimum is f(-2) = 64.

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Answer: It's not possible to create 38 liters of green paint with whole liters of blue and yellow paint.

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

Explanation:

The ratio of blue to yellow is 2:3. We have 2 parts blue and 3 parts yellow.

Multiply both parts by x to get 2x:3x

We have 2x parts of blue paint, and 3x parts of yellow paint.

x is some positive whole number.

In total, we have 2x+3x = 5x liters of paint. Set this equal to 38 and solve for x to get

5x = 38

x = 38/5

x = 7.6

We don't get a whole number, which contradicts how we set up x earlier. This must mean that Mark must use a fractional liters, instead of whole liters.

-------------------------

Here's another way to look at it:

Lets say he uses 2 liters of blue and 3 liters of yellow. This mixes to 2+3 = 5 liters of green.

Now let's say he uses 4 liters of blue and 6 of yellow. I multiplied both parts by 2. This mixes to 4+6 = 10 liters of green.

We continue this process to get the following

As you can see, we don't land on 38 liters of green. We can get to 35 liters or 40 liters, but not 38. Each of the amounts of green are a multiple of 5.

This is confirmation that Mark will have to use some fractional amount of liters of blue and yellow paint.

B. No, because the Central Limit Theorem states that the sampling distribution of x is approximately normally distributed only if the sample size is large enough.

The Central Limit Theorem (CLT) is a fundamental concept in statistics that states that as the sample size increases, the sampling distribution of the sample means will approach a normal distribution. However, this is only true if certain conditions are met, one of which is having a large enough sample size.
The CLT states that the sampling distribution of x will be approximately normally distributed if the sample size is large enough (usually greater than 30). If the sample size is small, the sampling distribution may not be normally distributed. In such cases, other statistical techniques like the t-distribution should be used.
Furthermore, the CLT assumes that the population being sampled is not necessarily normally distributed, but it does require that the population has a finite variance. This means that even if the population is not normally distributed, the sampling distribution of x will still be approximately normal if the sample size is large enough.
In conclusion, the answer is B, as the Central Limit Theorem states that the sampling distribution of x is approximately normally distributed only if the sample size is large enough.

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The given empirical exercise aims to investigate the relationship between the number of completed years of education and the distance from high schools to the nearest four-year college. To address this, the STATA programming language can be used.

Running a regression of completed education (ED) on distance to the nearest college (Dist) provides insights into this relationship. The estimated intercept represents the average number of completed years of schooling when the distance to the nearest college is zero, while the estimated slope indicates the average change in completed education associated with a one-unit increase in distance. This allows us to understand the effect of college proximity on average educational attainment.

By predicting Bob's completed education using the estimated regression, we can assess the impact of distance on his educational attainment. Altering the distance value in the prediction allows us to observe how the regression equation affects the predicted education level for Bob.

The R-squared value measures the proportion of variance in educational attainment explained by distance to college. A higher R-squared value suggests that distance to college explains a larger fraction of the differences in educational attainment among individuals.The standard error of the regression, expressed in years, represents the average deviation between observed and predicted years of completed education. It provides information about the precision of the regression estimates.

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Answer:

Step-by-step explanation:

Properties used in each step are as below-

2 (10 -13x) + 9x = -34x +60  

Step 1:  -Associative property

Step 2:  - Additive property of equality.

Step 3:  - Additive property of equality.

Step 4:  - Division property of equality

Answer:

$9.86

Step-by-step explanation:

First, write both numbers in the same form. Convert 8

1

2

to a decimal.

8

1

2

= 8+

1

2

= 8+

1×5

2×5

= 8+

5

10

= 8+0.5

= 8.5

Multiply.

11.6

× 8.5

580

+ 9280

98.60

Kendra earned $98.60 last week.

Now multiply to find how much money Kendra donated to the charity last week. She earned $98.60, and she donates  

1

10

of her earnings each week.

First, write both numbers in the same form. Convert  

1

10

to a decimal.

1

10

=0.1

Multiply.

98.6

× 0.1

9.86

Kendra donated $9.86 to the charity last week.

Answer:

81 x ^4  +  216 x ^3 y  +  216 x ^2 y ^2  +  96 x y ^3  +  16 y ^4

Step-by-step explanation:

It's the right answer My G...

Analysis of variance, or ANOVA, is a statistical method that separates observed variance data into different components to use for additional tests.

ANOVA is a statistical analysis technique that divides systematic components from random factors to account for the observed aggregate variability within a data set. The presented data set is statistically affected by systematic factors but not by random ones. The ANOVA test is used by analysts to evaluate the impact of independent factors on the dependent variable in a regression analysis.

Analysis of variance, or ANOVA, is a statistical method that separates observed variance data into different components to use for additional tests.

A one-way ANOVA is used for three or more groups of data, to gain information about the relationship between the dependent and independent variables.

If no true variance exists between the groups, the ANOVA's F-ratio should equal close to 1.

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