Kyle can walk 2 miles in a half of an hour. How far will he walk in 2 hours?

Answer:

2. 46

Step-by-step explanation:

hope it helps..so yeah

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Answer:

4x ^ 11 sqrt 5

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Answer:

4x^11 \(\sqrt{5}\)

Step-by-step explanation:

You can simplify the 20 inside of the radical by finding its prime factors. 20 has 3 prime factors: 5, 2, and 2. Since the 2 occurs twice, we can cancel out those 2s in the 20 itself and put a singular 2 outside of the radical. It is essentially turning \(\sqrt{20}\) into 2\(\sqrt{5}\). Since we now have simplified that 20, the entire equation is now 4x\(\sqrt{5x^2^0}\). We can root x^20 to get x^10, and \(\sqrt{5}\) stays that way. The entire equation is now 4x\(\sqrt{5}\)x^10, which can be simplified to \(4x^1^1\sqrt{5}\).

Answer:

2 types, the negative way, and the positive way. Change the result to negative whatever or to positive whatever

Answer:

Let's assume that the total number of students in the school is "x". We can create a proportion to estimate how many students would choose the aquarium based on the given information:

Number of students who chose aquarium / Total number of students in the school = Percentage of students who chose aquarium / 100

We can plug in the values we know:

80 / x = p / 100

where "p" is the percentage of students who would choose the aquarium if the entire school were surveyed.

We can solve for "x" by cross-multiplying and simplifying:

8000 = px

x = 8000 / p

Now, we need to estimate the value of "p". We can do this by finding the average percentage of students who chose the aquarium, science center, planetarium, and farm:

(80 + 60 + 30 + 40) / x = (210 / x) = Average percentage of students who chose an attraction

This tells us that, on average, 210 out of every "x" students would choose one of the attractions. We can estimate that a similar percentage of the entire school would choose the aquarium:

p / 100 = 80 / 210

p = 38.1

So, we can estimate that approximately 38.1% of the students in the whole school would choose the aquarium. To find the estimated number of students who would choose the aquarium, we can plug in this value for "p" in our original proportion:

80 / x = 38.1 / 100

Cross-multiplying and solving for "x", we get:

x = 209.71

Rounding to the nearest whole number, we can estimate that approximately 210 students in the whole school would choose the aquarium.

Step-by-step explanation:

Answer:

The teacher surveyed a total of:

80 + 60 + 30 + 40 = 210 students.

If we assume that the sample of 210 students surveyed is representative of the entire population of 1000 students at Lake Middle School, we can use the relative frequency of students choosing the aquarium in the sample to estimate the number of students in the whole school who would choose the aquarium.

The relative frequency of students choosing the aquarium in the sample is:

80/210 = 0.38

This means that approximately 38% of the students in the sample chose the aquarium.

To estimate the number of students in the whole school who would choose the aquarium, we can multiply the relative frequency by the total number of students at the school:

0.38 x 1000 = 380

Therefore, the teacher can estimate that approximately 380 students out of 1000 at Lake Middle School would choose the aquarium for a field trip.

Answer:

$480

Step-by-step explanation:

For every tree, she earns $1

multiply tree cost, per trees done in one (1) hour

1 * 10 = 10

Kiera earns $10 every hour

multiply the hourly rate, per hours (worked) per day

10 * 3 = 30

$30 per day

multiply days worked, by the amount (of $) per day

30 * 16 = 480

$480 for 16 days of work

hope this helps:)

Answer:

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Answer: Graph A

Step-by-step explanation:

Graph A. If you find the y-intercept by plugging in 0 for x, you get 2.5 = y, so therefore graph A is correct.

Based on an equation, the amount that Isabel spent on bread was $2.42.

To solve the equation for the amount spent on bread, we determined the total amount Isabel spent by subtracting the change from the total bills she had.

An equation is a mathematical statement of the equality or equivalence of two or more mathematical expressions.

The amount Isabel spent on vegetables = $15.91

The amount she spent on fruits = $11.22

Let the amount she spent on bread = x

The total amount she went with = $30 (3 x $10)

The change she got after giving the cashier $30 = $0.45

The total amount Isabel spent for vegetables, fruits, and bread = $29.55 ($30.00 - $0.45)

x = $2.42 ($29.55 - $15.91 - $11.22)

Check:

Vegetables = $15.91

Fruits = $11.22

Bread = $2.42

Total expenses = $29.55

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Answer:5% = 0.05 . Then multiply the original amount by the interest rate. $1,000 * 0.05 = $50 . That's it.

Step-by-step explanation:

please give me brainliest

(A) The required down payment is $48,000.

(B) The amount of the mortgage is $192,000.

(C) Monthly payment = $192,000 * (0.085/12) * (1 + (0.085/12))^(3012) / (((1 + (0.085/12))^(3012)) - 1)

(a) To find the required down payment, we need to calculate 20% of the house price.

Down payment = 20% of $240,000

Down payment = 0.2 * $240,000

Down payment = $48,000

The required down payment is $48,000.

(b) The amount of the mortgage is equal to the total cost of the house minus the down payment.

Mortgage amount = Total cost of the house - Down payment

Mortgage amount = $240,000 - $48,000

Mortgage amount = $192,000

The amount of the mortgage is $192,000.

(c) To find the monthly payment for the mortgage, we can use the formula for the monthly payment on a fixed-rate mortgage:

Monthly payment = P * r * (1 + r)^n / ((1 + r)^n - 1)

Where:

P = Principal amount (mortgage amount)

r = Monthly interest rate (8.5% annual interest divided by 12 months and converted to a decimal)

n = Total number of monthly payments (30 years multiplied by 12 months)

Monthly payment = $192,000 * (0.085/12) * (1 + (0.085/12))^(3012) / (((1 + (0.085/12))^(3012)) - 1)

Using this formula and performing the calculation will give you the monthly payment amount.

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Answer:

Question 1:

A) Parallelogram

B) Right Angled Triangle

Question 2:

Using parallelogram to use properties of parallel lines. To find whether a quadrilateral is parallelogram, first we will write it's coordinates. After writing coordinates, we find slope of each line by slope formula. After this , we compare the slope of equal lines through which we come to know whether they are parallel to eachother or not. After that, if two pairs of lines are parallel, then the given quadrilateral is a parallelogram.

Answer:

I don't know if you want to be a good

Answer:

-4/5 OR -0.8

Step-by-step explanation:

This problem is very simple but it can be broken down

First we do -3 times 8 and get -24

Then we do 5 times 6 and get 30

We put the first answer over the second which equals

-24/30

This can then be simplified further if we divide both sides by 6

-4/5 as a fraction

-0.8 as a decimal

-80% as a percent

Let's start by trying out different combinations and see if they give us a rectangle:

- If we use the two 4 ft sections as the width, we have 8 ft. For the length, we can use one of the 6 ft sections, which gives us a length of 6 ft. However, we still have a 6 ft section left that we cannot use to complete the rectangle. This combination doesn't work.

- If we use the two 6 ft sections as the width, we have 12 ft. For the length, we can use one of the 4 ft sections, which gives us a length of 4 ft. However, we still have an 8 ft section left that we cannot use to complete the rectangle. This combination doesn't work.

- If we use the 8 ft section as the width, we have 8 ft. For the length, we need to use both 6 ft sections, which gives us a length of 12 ft. We used all sections and we have a rectangle. This combination works.

Therefore, Patty's garden could be 8 ft by 12 ft.

In order to subtract the fractions, they need to have the same denominator.

So, to put the fractions in the same denominator, let's find the least common multiple between them:

So, calculating the subtraction, we have:

So the resulting fraction is 7/16.

Answer:

The last one.

Step-by-step explanation:

You're means you are. The sentence: I think you are graduation is a big accomplishment.​, doesn't make any sense. Good luck!

Answer:

I think you’re graduation is a big accomplishment.

Step-by-step explanation:

''you're'' is an exemple of ''you are'' and thta dosnt make scense when u put it together, I think you are graduation is a big accomplisment.. it dosnt make any scense.

The fraction represented by point A, it is crucial to have information about the scale, intervals, and the relative position of point A on the number line.

With these details, you can calculate the fraction accurately.

Point A on the number line represents a fraction that requires additional information to determine its precise value.

I can provide you with a general approach to finding the fraction corresponding to a given point on the number line.

A number line represents a range of values, typically with a specific scale or interval.

The scale can be divided into equal parts, such as units or fractions.

To determine the fraction represented by point A, we need to know the scale and the position of point A relative to that scale.

Let's consider a number line that ranges from 0 to 1, with evenly spaced tick marks representing tenths.

If point A is located halfway between the tick marks representing 0.4 and 0.5, then it represents the fraction 0.45 (or 9/20 in simplified form).

If the number line has a different scale or is divided into different intervals, the fraction represented by point A will be different.

Without specific details about the number line and the position of point A, it is impossible to determine the fraction precisely.

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The function rule in slope intercept form of a function f(x) is   y= -\(\frac{x}{2}\) +1

finding the slope of the line using two point of the graph

let

P1(2,0) and P2(0,1)        

slope=m                                                          

m=\(\frac{y_{2} - y_{1} }{x_{2} -x_{1} }\)

m=\(\frac{1-0}{0-2}\)

m= - \(\frac{1}{2}\)

now we know the slope , it is possible use the slope-point equation to find the function

\(y_{2}\) -  \(y_{1}\) =m(\(x_{2}\) - \(x_{1}\)) with p1

y - 0 = - \(\frac{1}{2}\)(x-2)

y =  - \(\frac{1}{2}\)(x-2)

y = -\(\frac{x}{2}\) +1

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Answer:

Perry's claim is correct while Karina is incorrect

Step-by-step explanation:

Question is incomplete (See Attachment)

First, we need to determine the area covered by Karina and Perry

For Karina, there are 9 square boxes each of which has an area of 1 unit sq

So:

\(Karina = 9 * 1\ unit^2\)

\(Karina = 9\ unit^2\)

For Perry:

There are 18 square boxes, each of which has an area of 1 unit sq.

So:

\(Perry = 18 * 1\ unit^2\)

\(Perry = 18\ unit^2\)

Comparing both areas, we can conclude that Perry's claim is correct while Karina is incorrect

Answer:

the first red one, it's a triangular prism

Step-by-step explanation:

the second one is a triangular pyramid

the rest (third and fourth one) are square pyramids

Answer:

Its the first one

Step-by-step explanation:

Because a prism is a three-dimensional shape with identical ends, called bases, and flat sides called faces. These identical slices of a prism are called cross sections.

         mark brainliest please.

Stocks = 250

Net income = $4,000,000

Outstanding Shares = $1,000,000

Earnings Per Share = ?

Formula: EPS = Net Income / Outstanding Shares

Solution: EPS = Net Income / Outstanding Shares

= $4,000,000 / $1,000,000

= 4

Answer: Earnings Per Share = 4

Answer:

4

Step-by-step explanation:

PLATO correct answer

Answer:

6 / 8 or 3 / 4

Step-by-step explanation:

Subtraction lol

Answer:

Alice has 135 cents, or $1.35.

Step-by-step explanation:

Answer:

  x = 36

Step-by-step explanation:

Given a tangent segment of length 24, and a secant segment from the same point with an external length of 12 and a total length of (12+x), you want to find the value of x.

The product of lengths from the common point to the two intersections with the circle are the same for both segments. In the case of the tangent, the two intersections with the circle are the same point, so the square of the length is used.

  24² = 12(12 +x)

  2·24 = 12 +x . . . . . . . divide by 12

  36 = x . . . . . . . . . subtract 12

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Answer:

\(y=2/11\)

Step-by-step explanation:

\(\lim{t \to \pm \infty} R(t)=\lim_{ t \to \pm \infty} \frac{30t+525}{165t+7000} =\frac{30}{165}=\frac{2}{11}\)

The option that is not true about polynomial functions is:

Option D. The deg (f ^ 3) = 3m​

For polynomial functions f(x) and g(x), if deg(f) = m * deg(g) = n, then we have the following:

Option A: deg(f + g) = max(m, n)

This is true because we know that the degree of the sum of two polynomials is the maximum of their individual degrees.

Option B: deg(f * g) <= m + n

This is true because we know that the degree of the product of two polynomials is at most the sum of their individual degrees.

Option C: If g is a factor of f, then deg(f) <= m

This is true because If g is a factor of f, it means that f can be divided by g without leaving a remainder. In this case, the degree of f is less than or equal to the degree of g.

D. The deg(f ^ 3) = 3m

This is not true because the degree of the polynomial f raised to the power of 3 is not necessarily equal to 3 times the degree of f. The degree of f^3 will depend on the individual terms and their exponents.

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Answer:

The large one

Step-by-step explanation:

If she  used the WHOLE thing in the large one and HALF in the smaller one then that means there is more in the large one and that it is more choclete.

Answer:

The larger one!

Step-by-step explanation:

The length of PQ is 3√5 and its slope is -2

The length of SR is 3√5 and its slope is -2

The length of SP is 5√2 and its slope is -7

The length of RQ is 5√2 and its slope is -1

So PQ ≅ SR and SP ≅ RQ. By the Perpendicular Bisector theorem, adjacent sides are perpendicular. By the selection of  side, ∠PSR, ∠SRQ, ∠RQP and ∠QPS are right angles. So, the quadrilateral is a rectangle.

To find the lengths and slopes of the sides of the quadrilateral PQRS, we apply the distance formula:

D = \(\sqrt{(x_{2} - x_{1})^2 + (y_{2} - y_{1})^2}\)  

and the slope formula:

m = \(\frac{y_{2} - y_{1}}{x_{2} - x_{1}}\)

1. Length PQ:

Using the distance formula, the length PQ can be calculated as follows:

PQ = \(\sqrt{(x_{2} - x_{1})^2 + (y_{2} - y_{1})^2}\)

  = √((3 - 0)² + (-4 - 2)²)

  = √(3² + (-6)²)

  = √(9 + 36)

  = √45

  = 3√5

2. Length SR:

Using the distance formula, the length SR can be calculated as follows:

SR = \(\sqrt{(x_{2} - x_{1})^2 + (y_{2} - y_{1})^2}\)

  = √((1 - (-2))² + (-5 - 1)²)

  = √((1 + 2)² + (-6)²)

  = √(3² + 36)

  = √(9 + 36)

  = √45

  = 3√5

3. Length SP:

Using the distance formula, the length SP can be calculated as follows:

SP = \(\sqrt{(x_{2} - x_{1})^2 + (y_{2} - y_{1})^2}\)

  = √((1 - 0)² + (-5 - 2)²)

  = √(1² + (-7)²)

  = √(1 + 49)

  = √50

  = 5√2

4. Length RQ:

Using the distance formula, the length RQ can be calculated as follows:

RQ = \(\sqrt{(x_{2} - x_{1})^2 + (y_{2} - y_{1})^2}\)

  = √((-2 - 3)² + (1 - (-4))²)

  = √((-2 - 3)² + (1 + 4)²)

  = √((-5)² + 5²)

  = √(25 + 25)

  = √50

  = 5√2

Now, let's calculate the slopes of the sides:

1. Slope PQ:

The slope of PQ can be calculated using the slope formula:

m = \(\frac{y_{2} - y_{1}}{x_{2} - x_{1}}\)

  = (-4 - 2) / (3 - 0)

  = -6 / 3

  = -2

2. Slope SR:

The slope of SR can be calculated using the slope formula:

m = \(\frac{y_{2} - y_{1}}{x_{2} - x_{1}}\)

  = (-5 - 1) / (1 - (-2))

  = -6 / 3

  = -2

3. Slope SP:

The slope of SP can be calculated using the slope formula:

m =\(\frac{y_{2} - y_{1}}{x_{2} - x_{1}}\)

  = (-5 - 2) / (1 - 0)

  = -7 / 1

  = -7

4. Slope RQ:

The slope of RQ can be calculated using the slope formula:

m = \(\frac{y_{2} - y_{1}}{x_{2} - x_{1}}\)

  = (1 - (-4)) / (-2 - 3)

  = 5 / (-5)

  = -1

Therefore, the lengths and slopes of the sides of the quadrilateral PQRS are:

Length PQ: 3√5

Length SR: 3√5

Length SP: 5√2

Length RQ: 5√2

Slope PQ: -2

Slope SR: -2

Slope SP: -7

Slope RQ: -1

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