Kim ran a 26-mile marathon.
She ran 1/7 of the marathon during
the first hour. How many miles did
Kim run during the first hour?

Answer:

80

Step-by-step explanation:

Answer:

80

Step-by-step explanation:

Try searching the "Area of parallelogram" it will help you.

Answer:

2.200 = 2.2 = 2.20 = 2.2000 = 2.20000...I could go on...

Step-by-step explanation:

Answer:

2x+3

Step-by-step explanation:

Answer:

6/7 is your answer

Step-by-step explanation:

10+2+2 is 14 and that's your total number of cards. then you add the blue cards and the yellow cards to get your answer and reduce.

Answer:

\((-\infty,2)\)

Step-by-step explanation:

Since \(-3x+6\nless 0\), then \(x\ngtr 2\), therefore, the domain of the function is \((-\infty,2)\).

Step-by-step explanation:

Given that

To find

So, according to the question

We have,

We know that,

Chebyshev's Theorem

When the distribution is not normal, Chebyshev's Theorem is used. It states that:

          \(P = 100(1-\frac{1}{k^2} )\)

Chebyshev's Theorem is used to determine that:

For the 1sr item, we have to find k at P = 56,

          \(P = 100(1-\frac{1}{k^2} )\)  

          \(56 = 100(1-\frac{1}{k^2} )\)

          0.56 = 1 - \(\frac{1}{k^2}\)

            \(\frac{1}{k^2} = 0.44\)

            k² = 1/0.44

            k = \(\sqrt{\frac{1}{0.44} }\)

             k = 1.5  

The bounds are, therefore, within 1.5 standard deviations:

Ages 25 and 65 are both 2 standard deviations away from the mean, so:

Answer:

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Answer:

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

Answer:

1.05km/min

Step-by-step explanation:

\(Distance = 84 km\\\\Time = 1hr 20 min= 80minuttes\\\\Average \: Speed = \frac{Distance}{Time} \\\\A.S =\frac{84}{80} \\\\A.S = 1.05km/min\)

we, know that

➺ Average Speed = Total Distance/Total Time taken

where,

♛ Substituting these values ♛

◗Average Speed = Distance/Time

◗Average Speed = 84000/4800

◗Average Speed = 840/48

◗Average Speed = 70/4

◗Average Speed = 17.5m/s

Answer:

(5/2, 13/2)

Step-by-step explanation:

y=3x−1

y=−3x+14

3x - 1 = -3x + 14

6x = 15

x = 15/6 = 5/2

y = 3x - 1

y = 3(5/2) - 1

y = 15/2 - 2/2

y = 13/2

Answer: (5/2, 13/2)

Answer:

PICTURE NOT LOADING BUT GUESS OR LOOK IT UP OR SOMETHING SORRY SOS ANYONE SOS

Step-by-step explanation:

Answer: x= 2/5, 20

Step-by-step explanation:

5x+8=10

1. subtract 8 on both sides

   5x = 2

2. divide 5 on both sides

    x  = 2/5

10x+16

x = 2/5

1. substiuite x for 2/5

10 times 2/5 +16

4 + 16

= 20

I think the answers 3048_&8_9_)_)_

Answer:

D.) -6m - n + 3

Step-by-step explanation:

-3 (2m - 1) - n

-6m + 3 - n

-6m - n + 3

If I helped, please mark me the Brainliest!?!

A. True.

In a two-column proof, the left column consists of statements, which are the facts or assumptions that lead to the proof of the theorem, while the right column consists of the reasons or justifications that explain how each statement logically follows from the previous one. Therefore, the left column states your reasons is a true statement.

The answer to the student's question is True. In a two-column proof, the left column contains the statements (steps) and the right column contains the corresponding reasons (justifications).

The answer to the question, 'True or false? In a two-column proof, the left column states your reasons', is A. True.

A two-column proof is organized into two columns. The left column contains the 'Statements' and the right column contains the corresponding 'Reasons'. The 'Statements' are the steps that lead to the conclusion of the proof, while the 'Reasons' justify each of those steps according to rules or laws of mathematics.

For example, if we want to prove that the opposite angles of a parallelogram are equal. The left column (Statements) could contain the first step 'ABCD is a parallelogram' and the right column (Reasons) would give the explanation 'Given'. Therefore, in a two-column proof, the left column does represent statements, not reasons.

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Without additional details, we cannot determine the number of two-dozen tulip arrangements the florist should expect to sell with the anticipated 4,600 more customers.

To determine the number of two-dozen tulip arrangements the florist should expect to sell if they anticipate 4,600 more customers, we need to examine the given results and make a reasonable assumption based on the available information.

Unfortunately, the given results or information regarding the number of tulip arrangements sold or the relationship between customers and sales are not provided. Without this data, it is not possible to accurately estimate the number of arrangements that will be sold with an additional 4,600 customers.

To make an accurate prediction, we would need more information such as the average number of tulip arrangements sold per customer or any patterns or trends observed in the sales data.

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Answer:

Area = 7 7/18 or 39/2 square units

Step-by-step explanation:

To find the area of a rectangle, you need to multiply its length by its width.

Given:

Length = 1 5/6

Width = 4 1/3

Convert mixed numbers to improper fractions:

Length = (6 + 5) / 6 = 11/6

Width = (3 x 4 + 1) / 3 = 13/3

Area = Length x Width

Area = (11/6) x (13/3)

Area = (143/18)

Simplify the result to mixed number or improper fraction:

Area = 7 7/18 or 39/2 square units (if we want the answer in fraction form)

\(~~~~~~ \textit{Simple Interest Earned Amount} \\\\ A=P(1+rt)\qquad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill & \$30000\\ r=rate\to 5\%\to \frac{5}{100}\dotfill &0.05\\ t=years\dotfill &15 \end{cases} \\\\\\ A = 30000[1+(0.05)(15)] \implies A = 52500\)

Answer:

Does the table show evidence of an association between not taking piano lessons and not attending an Ivy League school? From the table, the joint relative frequency for people who did not take piano lessons and who did not attend an Ivy League school is the greatest

The perimeter of the rectangle is 4h + 6

An algebraic expression can be defined as an expression that is composed of terms, variables, coefficients, constants and factors.

These expressions are also made up of arithmetic operations, such as;

The formula for calculating the perimeter of a rectangle is expressed as;

Perimeter = 2( l + h)

Where;

l = 3 + h

Substitute the values

Perimeter = 2( 3 + h+ h)

expand the bracket

Perimeter = 2(3 + 2h)

Perimeter = 4h + 6

Hence, the expression is 4h + 6

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The round trip distance in miles from city 1 to city 3 is given as follows:

30 miles.

The matrix corresponding to the distances between each of the cities is given by the image presented at the end of the answer.

Looking at row 1, column 3, we have that the distance from city 1 to city 3 is of 15 miles.

For the round trip distance, we have to go back from city 3 to city 1, more 15 miles, hence the distance is given as follows:

2 x 15 = 30 miles.

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The height of the space shuttle for the given scale factor is 76.5 feet.

A scale factor in mathematics is a ratio that contrasts the sizes of two comparable figures. It is the multiplier used to multiply all of an item's dimensions in order to produce a representation or picture that is proportionate to the original thing. Often, a fraction or decimal is used to represent the scaling factor. It is employed in a wide range of mathematical disciplines, including geometry, algebra, and statistics. Map-making, architecture, engineering, and other professions where it is important to portray things or structures in a smaller or bigger form frequently utilise scale factors.

The given scale factor is:

1 cm = 25.5 ft.

The height of the space shuttle is:

Height of the space shuttle in feet = 3 cm x 25.5 ft/cm = 76.5 ft.

Hence, the height of the space shuttle is 76.5 feet.

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The completer question is:

The line's slope is \(\frac{1}{2}\) and the distance increases by 1 mile every 2 hours.

What is a good example of a line's slope?

The proportion of the increase in the y-value to the increase in the x-value may also be used to determine slope. For instance: We can get the slope of a line given two locations, P = (0, -1) & Q = (4,1) on the line.

A. Since the line's slope is 2, it follows that the y-variable, which is most likely distance, grows by 2 units for every increment in the x-variable, which is most likely time. The accurate statement is thus: speed is increased by Two miles per hour.

B. Since the line's slope is 2, it follows that the y-variable will drop by 2 units for every unit rise in the x-variable, which is most likely time. The accurate description is thus: speed drops by Two miles per hour.

C. If the line's slope is 1/2, the y-variable will rise by 1/2 unit for every increment in the x-variable, which is probably time. The precise description is that the distance grows by a mile every two hours.

D. If indeed the line's slope is 1/2, the y-variable will drop by 1/2 unit for every unit rise in the x-variable, which is probably time. The precise description is: distance shrinks by a mile every two hours.

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The angles <1, <2, and <3 will not add up to 180 degrees. The angles <1 and <2 are alternate interior angles, and the angles <2 and <3 are also alternate interior angles, AB is parallel to CD.

The angle sum property of a triangle states that the sum of the interior angles of a triangle is always equal to 180 degrees. This means that if you measure the angles inside any triangle and add them up, the result will always be 180 degrees. This property holds true for all types of triangles, whether they are equilateral, isosceles, or scalene.

To understand this property, consider a triangle ABC with interior angles angle A, angle B, and angle C. If we draw a line segment from vertex A to a point D on side BC such that it is parallel to the side AB, then we can see that angle A and angle C are alternate interior angles of the parallel lines AB and CD. Similarly, angle B and angle C are alternate interior angles of the parallel lines BC and AD.

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Answer:

0.70

Step-by-step explanation:

Using the pοlygοn tοοl a rectangle with length 5 unit and width 3 units has been drawn

A rectangle is a type οf quadrilateral that has its parallel sides equal tο each οther and all the fοur vertices are equal tο 90 degrees. Hence, it is alsο called an equiangular quadrilateral. Since, the οppοsite sides are equal and parallel, in rectangle, therefοre, it can alsο be termed as a parallelοgram.

Using the pοlygοn tοοl a rectangle with length 5 unit and width 3 units has been drawn

check the attachment given belοw tο understand.

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Answer:

Step-by-step explanation:

\(2n + 3 = -3. 2\\\\\mathrm{Subtract\:}3\mathrm{\:from\:both\:sides}\\\\2n+3-3=-3.2-3\\\\Simplify\\\\2n=-6.2\\\\\mathrm{Divide\:both\:sides\:by\:}2\\\\\frac{2n}{2}=\frac{-6.2}{2}\\\\Simplify\\\\n=-3.1\)

Answer:

2x-5x+14=-72.6x-8=2( 3x-4 )

or, 2x-5x+72.6x=-8-14=6x - 8

or, -3x+72.6x-6x=-22+8

or, 69.6x-6x=-14

or, 63.6x=-14

or, 378x=-14

or, x=378÷(-14)

or, x=-27

Answer:

Step-by-step explanation:

A. The mean of data set X is greater than the mean of data set Y.

B. The median of data set X is less than the median of data set Y.

C. The standard deviation of data set X is greater than the standard deviation of data set Y.

D. The range of data set X is less than the range of data set Y.

E. The mode of data set X is greater than the mode of data set Y

C.

C. The standard deviation of data set X is greater than the standard deviation of data set Y.

is a true statement .

Answer:

The spread of data set X is greater than the spread of data set Y, and the data sets are normally distributed. Which statement is true?

A.

The mean of data set X is greater than the mean of data set Y.False

B.

The median of data set X is less than the median of data set Y.False

C.

The standard deviation of data set X is greater than the standard deviation of data set Y.True

D.

The range of data set X is less than the range of data set Y.False

E.

The mode of data set X is greater than the mode of data set Y.False

If a polynomial function has integer coefficients, the every rational zero of the function has the form p/q, where p is a factor of the constant term and q is a factor of the leading coefficient.

The rational zero theorem says that if a polynomial has integer coefficients then any rational zeros must be of the form p/q where p is the factor of the constant term and q is the factor pf the leading coefficients.

The rational zero theorem is used to determine the rational roots of a polynomial function.

Rational Zero Theorem statement:-

The rational zero theorem states that each rational zero(s) of a polynomial wit integer coefficients

f(x) = anxⁿ + an-1xⁿ⁻¹ + ... + a₂x² + a₁x + a₀ is of the form p/q where,

p is a factor of the constant a₀,

q  is a factor of the leading coefficient an,

and p and q are relatively prime.

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