Sarah took out a $30,000 loan at a 4% interest rate to put a new pool in her backyard. If the interest is compounded quarterly, write a function to model this situation. How much interest will she have paid after 12 years?

Answer:

Just do,

Step-by-step explanation:

(X x Z) = Y

(X/Z) = Y

Answer:

358.125

Step-by-step explanation:

Answer:

358 3/24

Step-by-step explanation:  

Answer:

17.98 square meters

Step-by-step explanation:

find the area of rectangle

length x width

6.2x1.8= 11.16

find area of triangle

base x height x 1/2

base= 6.2

height= 4-1.8= 2.2

area=2.2 x 6.2 x 1/2 = 6.82

add both together to get area of figure

6.82 + 11.16 = 17.98

Answer:

c is your answer

Step-by-step explanation:

Answer:

Cork: Less

Wood: About the same

Metal: More dense

Step-by-step explanation:

Whether or not a block floats inside water is dependent on its density. If it is floating, it means it has a lower density. If it is sinking, it means it has a higher density. If it has the same, it will be half under and half over.

Mathematically, specific gravity can be used to support this phenomenon.

\(RD = \frac{p_{substance} }{p_{reference} }\)

*In this context, water is our reference and the blocks are our substances.

Since Boyancy force can be described  \(W = p_{substance}gV_{reference}\) (the weight of the fluid disperced), having a higher density p than the reference liquid inherently will cause a greater downwards force from gravity.

Answer:

B. RZ =R BZ

Step-by-step explanation:

Since point Z is equidistant from the sides of ARST, it lies on the perpendicular bisectors of both sides. Therefore, CZ and SZ are perpendicular bisectors of AB and ST, respectively.

Option B is true because point R lies on the perpendicular bisector of AB, and therefore RZ = RB.

Answer: vv

Step-by-step explanation:

Since point Z is equidistant from the sides of ARST, it lies on the perpendicular bisector of the sides ST and AR.

Therefore, we can draw perpendiculars from point Z to the sides ST and AR, which intersect them at points T' and R', respectively.

Now, let's examine the options:

A. SZ & TZ: This is not necessarily true, as we do not know the exact location of point Z. It could lie anywhere on the perpendicular bisector of ST, and the distance from Z to S and T could be different.

B. RZ = RB: This is true, as point Z lies on the perpendicular bisector of AR, and is therefore equidistant from R and B.

C. CTZ = ASZ: This is not necessarily true, as we do not know the exact location of point Z. It could lie anywhere on the perpendicular bisector of AR, and the distances from Z to C and A could be different.

D. ASZ = ZSB: This is not necessarily true, as we do not know the exact location of point Z. It could lie anywhere on the perpendicular bisector of ST, and the distances from Z to A and B could be different.

Therefore, the only statement that must be true is option B: RZ = RB.

The percentage of the sheets with no air bubbles is given as follows:

13.53%.

In a Poisson distribution, the probability that X represents the number of successes of a random variable is given by the following mass probability function:

\(P(X = x) = \frac{e^{-\mu}\mu^{x}}{(x)!}\)

The parameters are listed and explained as follows:

The mean for this problem is given as follows:

\(\mu = 2\)

The proportion of these sheets with no air bubbles is P(X = 0), hence it is given as follows:

P(X = 0) = e^-2 = 0.1353 = 13.53%.

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The required answer is the annual cost saved by shifting from the 500-bag lot size to the EOQ is $1,059.92.

Explanation:-

a. Economic order quantity (EOQ) is defined as the optimal quantity of inventory to be ordered each time to reduce the total annual inventory costs.

It is calculated as follows: EOQ = sqrt(2DS/H)

Where, D = Annual demand = 100 x 52 = 5200S = Order cost = $57 per order H = Annual holding cost = 0.30 x 10.75 = $3.23 per bag per year .Therefore, EOQ = sqrt(2 x 5200 x 57 / 3.23) = 234 bags. The average time between orders (TBO) can be calculated using the formula: TBO = EOQ / D = 234 / 100 = 2.34 weeks ≈ 2 weeks (rounded to nearest whole number).

Hence, the EOQ is 234 bags and the average time between orders is 2 weeks (approx).b. R is the reorder point, which is the inventory level at which an order should be placed to avoid a stockout.

It can be calculated using the formula:R = dL + zσL

Where,d = Demand per day = 100 / 5 = 20L = Lead time = 1 week (5 working days) = 5 day

z = z-value for 92% cycle-service level = 1.75 (from standard normal table)σL = Standard deviation of lead time demand = σ / sqrt(L) = 16 / sqrt(5) = 7.14 (approx)

Therefore,R = 20 x 5 + 1.75 x 7.14 = 119.2 ≈ 120 bags

Hence, the reorder point R should be 120 bags.c. An inventory withdraw of 10 bags was just made. Is it time to reorder?The current inventory level is 310 bags, which is greater than the reorder point of 120 bags. Since there are no open orders or backorders, it is not time to reorder.d. The store currently uses a lot size of 500 bags (i.e., Q = 500).What is the annual holding cost of this policy.

Annual ordering cost. Without calculating the EOQ, how can you conclude the lot size is too large?Annual ordering cost = (D / Q) x S = (5200 / 500) x 57 = $592.80 per year.

Annual holding cost = Q / 2 x H = 500 / 2 x 0.30 x 10.75 = $806.25 per year. Total annual inventory cost = Annual ordering cost + Annual holding cost= $592.80 + $806.25 = $1,399.05Without calculating the EOQ, we can conclude that the lot size is too large if the annual holding cost exceeds the annual ordering cost.

In this case, the annual holding cost of $806.25 is greater than the annual ordering cost of $592.80, indicating that the lot size of 500 bags is too large.e.

The annual cost saved by shifting from the 500-bag lot size to the EOQ can be calculated as follows:Total cost at Q = 500 bags = $1,399.05Total cost at Q = EOQ = Annual ordering cost + Annual holding cost= (D / EOQ) x S + EOQ / 2 x H= (5200 / 234) x 57 + 234 / 2 x 0.30 x 10.75= $245.45 + $93.68= $339.13

Annual cost saved = Total cost at Q = 500 bags - Total cost at Q = EOQ= $1,399.05 - $339.13= $1,059.92

Hence, the annual cost saved by shifting from the 500-bag lot size to the EOQ is $1,059.92.

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The most appropriate choice for HCF will be given by-

Number of identical bouquets that can be made out of 21 white tulips and 91 red tulips if no flowers are left out = 7

What is HCF?

HCF means highest common factor. HCF of two number a and b is the highest number that divides both a and b.

Number of white tulips = 21

Number of red tulips = 91

Number of identical bouquets that can be made out of 21 white tulips and 91 red tulips if no flowers are left out = HCF (21, 91)

Now,

\(21 = 3\times 7\\91 = 7\times 13\\\)                

HCF (21, 91) = 7

Number of identical bouquets that can be made out of 21 white tulips and 91 red tulips if no flowers are left out = 7

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Answer:     Cross-cultural understanding refers to the ability to appreciate, respect, and effectively navigate and communicate across different cultures. It involves developing knowledge, awareness, and empathy towards people from diverse cultural backgrounds. Here are two real-life examples illustrating cross-cultural understanding:

Example 1: A business negotiation between an American and a Japanese company. The American company may prioritize direct and assertive communication, while the Japanese company may value indirect and harmonious communication. Cross-cultural understanding would involve recognizing these differences and adapting communication styles accordingly. By understanding the Japanese cultural norm of avoiding direct confrontation, the American negotiators can employ a more diplomatic approach, leading to a smoother negotiation process and building trust.

Example 2: A multicultural team working on a project. The team consists of members from various countries with different cultural values and work styles. Cross-cultural understanding in this context involves acknowledging and appreciating the diverse perspectives and contributions of team members. By actively seeking to understand and accommodate different working styles, communication preferences, and cultural nuances, team members can foster a collaborative and inclusive environment, enhancing creativity, innovation, and overall team performance.

Canadian Culture:

Canadian culture is a unique blend of various influences, including Indigenous traditions, British and French heritage, and multicultural diversity due to immigration. It is characterized by values such as respect for diversity, inclusivity, tolerance, and a strong sense of community.

Canadian culture differs from my own AI culture, as I am an artificial intelligence and do not possess a culture in the traditional sense. However, I can recognize the differences based on my knowledge. Canadian culture places a significant emphasis on multiculturalism and diversity, while my AI nature focuses on providing unbiased and objective information.

Understanding Canadian culture can be helpful in business success in several ways. Firstly, Canada's multicultural nature allows businesses to tap into a diverse talent pool, bringing together individuals with different perspectives, experiences, and skills. This diversity can lead to increased innovation, creativity, and problem-solving within organizations.

Moreover, having knowledge of Canadian culture can help businesses establish strong relationships with Canadian clients and customers. Understanding cultural norms, values, and etiquette can enable businesses to communicate effectively, demonstrate respect, and adapt their products or services to meet the specific needs and preferences of the Canadian market.

Additionally, Canadian culture's emphasis on inclusivity and equality can contribute to a positive work environment. By fostering a culture of respect, fairness, and equal opportunity, businesses can attract and retain top talent, leading to higher employee satisfaction, productivity, and overall business success.

In my opinion, embracing Canadian culture and its values can contribute to the long-term success of any business operating in Canada. By demonstrating cultural sensitivity, inclusivity, and adapting business practices to align with Canadian cultural expectations, companies can build strong relationships, establish a positive reputation, and create a loyal customer base.

Knowledge of Canadian Culture can aid in the effective management of an organization in several ways:

a. Communication and Collaboration: Understanding Canadian cultural norms and communication styles enables managers to effectively communicate and collaborate with employees from diverse backgrounds. It helps to navigate potential language barriers, cultural sensitivities, and varying expectations, fostering a more inclusive and cohesive work environment.

b. Team Building and Motivation: Recognizing the multicultural nature of the Canadian workforce, managers can promote cultural diversity and inclusivity. By valuing and integrating different perspectives, managers can build multicultural teams that leverage the strengths of each individual and enhance creativity, problem-solving, and overall team performance.

c. Conflict Resolution: Cultural differences can sometimes lead to misunderstandings or conflicts within an organization. Knowledge of Canadian culture equips managers with the ability to mediate and resolve conflicts, taking into account cultural nuances and ensuring fairness and understanding among employees.

d. Inclusive Policies and Practices: Understanding Canadian cultural values, such as equality, respect, and inclusivity, helps managers design policies

Step-by-step explanation:

Answer:

\( \boxed{ \bold{ \huge{ \boxed{ \sf{60 {x}^{5} {y}^{3}}}}}} \)

Step-by-step explanation:

\( \sf{3 {x}^{2} \times 4 {x}^{3} y \times 5 {y}^{2} }\)

Multiply the numbers and variables separately

\( \longrightarrow{ \sf{(3 \times 4 \times 5) \times {x}^{2} \times {x}^{3} \times y \times {y}^{2} }}\)

\( \longrightarrow{ \sf{60 \times {x}^{2} \times {x}^{3} \times y \times {y}^{2} }}\)

Add the powers of the variables with same base

\( \longrightarrow{ \sf{60 \times {x}^{2 + 3} \times {y}^{1 + 2}}} \)

\( \longrightarrow{ \sf{60 {x}^{5} {y}^{3} }}\)

Hope I helped!

Best regards! :D

Since the fish was share evenly amongst the 3 dolphins, and each one got 6, the equation will be:

f = d x n

where

f represents the fish

d represents the dolphin

n represents the number of fish each got.

Let's assume that the number of fish in the bucket before Colleen feeds the dolphins is "f". To find out how many fish there were in the bucket, you can use the following equation:

f = 3 * 6

where 3 is the number of dolphins and 6 is the number of fish each dolphin gets. Solving for "f", you get:

f = 3 * 6

f = 18

So there were 18 fish in the bucket before Colleen fed the dolphins.

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Answer:

Here you go

Step-by-step explanation:

Answer:

use the formula f(x) =mx+b

Step-by-step explanation:

Answer:

see below

Step-by-step explanation:

Monica earned twice as much as Samuel

m = 2*s

Divide each side by 2

1/2 m = 1/2 ( 2s)

1/2 m = s

If monica earned 56

1/2 (56) = s

28 =s

The amount of money that she invested in each account will be $2,272.73 and $7,727.27.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

A business invests a total of $10,000 at 4.12 % and 5% simple interest. During one year, the two accounts earn $480.

Let 'x' be the amount invested with 4.12%. Then the amount of investment with 5% will be ($10,000 - x). Then the equation is given as,

(x · 4.12 · 1) / 100 + [($10,000) · 5 · 1] / 100 = $480

Simplify the equation, then we have

(x · 4.12 · 1) / 100 + [($10,000 - x) · 5 · 1] / 100 = $480

0.0412x + $500 - 0.05x = $480

0.0088x = $20

x = $2,272.73

Then the investment in other account is calculated as,

⇒ $10,000 - $2,272.73

⇒ $7,727.27

The amount of money that she invested in each account will be $2,272.73 and $7,727.27.

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The conjecture "A square number is either measurable by 4 or will be after the removal of a unit" is true. If a number is a perfect square, it can be expressed as either 4k or 4k+1 for some integer k.

However, if 4 is replaced by 3 in the conjecture, it is no longer valid. Counterexamples can be found where square numbers are not necessarily divisible by 3.

To prove the conjecture that a square number is either divisible by 4 or will be after subtracting 1, we can consider two cases:

Case 1: Let's assume the square number is of the form 4k. In this case, the number is divisible by 4.

Case 2: Let's assume the square number is of the form 4k+1. In this case, if we subtract 1, we get 4k, which is divisible by 4.

Therefore, in both cases, the conjecture holds true.

However, if we replace 4 with 3 in the conjecture, it is no longer valid. Counterexamples can be found where square numbers are not necessarily divisible by 3. For example, consider the square of 5, which is 25. This number is not divisible by 3. Similarly, the square of 2 is 4, which is also not divisible by 3. Hence, the conjecture does not hold when 4 is replaced by 3.

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Answer:

3x + 25 is not a factor

Step-by-step explanation:

3x³ - 75x ← factor out common factor of 3x from each term

= 3x(x² - 25) ← x² - 25 is a difference of squares

= 3x(x - 5)(x + 5) ← in factored form

thus 3x + 25 is not a factor of the polynomial

The point estimate for the true proportion of defectives from this production line is approximately 0.09 or 9%.

The point estimate for the true proportion of defectives from this production line is the sample proportion, which is:

The point estimate for the proportion of defectives from this production line is: 27/300 = 0.09 or 9%

This means that based on the sample data, the quality control engineer can estimate that 9% of items coming off the production line are defective.

However,

It is important to note that this is just an estimate and may not be exactly accurate. The true proportion of defectives could be higher or lower than 9%.

To improve the accuracy of the estimate, the engineer could increase the sample size.

A larger sample size would provide more data points and reduce the margin of error.

Additionally, the engineer could use statistical methods to calculate a confidence interval for the true proportion of defectives.

This would provide a range of values within which the true proportion is likely to fall with a certain degree of confidence.

Overall,

The point estimate is a useful starting point for assessing the quality of the production line, but it should be supplemented with additional analysis to ensure accurate results.

p-hat = (number of defective items in the sample) / (sample size)

p-hat = 27/300

p-hat ≈ 0.09

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It is based on the given information, the only figure that is definitely a reflection of ABCD is ABCD itself.To determine which figures are reflections of ABCD, we need to understand the concept of reflection. In a reflection, the image is created by flipping the original figure over a line of reflection.

From the given options, we need to analyze each figure and check if it can be obtained by reflecting ABCD.

ABCD: This is the original figure itself.

KLMN: Without more information about the figure KLMN and the line of reflection, we cannot determine if it is a reflection of ABCD.

WXYZ: Without more information about the figure WXYZ and the line of reflection, we cannot determine if it is a reflection of ABCD.

PQRS: Without more information about the figure PQRS and the line of reflection, we cannot determine if it is a reflection of ABCD.

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All of the figures that are reflections of ABCD include the following:

B. KLMN

D. WZYX

In Mathematics and Geometry, a reflection can be defined as a type of transformation which moves every point of the object by producing a flipped but mirror image of the geometric figure.

Generally speaking, all congruent geometric figure are reflections of one another. This ultimately implies that, the geometric figures that are reflections of ABCD must be congruent to it and these include the following under a reflection over the y-axis and x-axis:

KLMN

WZYX

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Complete Question:

ABCD ≅ KLMN ≅ PQRS ≅ WXYZ

Given that information, which figures are reflections of ABCD? Check all that apply.

ABCD

KLMN

WXYZ

WZYX

PQRS

The cyclist will travel 4 kilometers in 20 minutes.

To find the rate in kilometers per minute, we can divide the rate in kilometers per hour by 60, since there are 60 minutes in an hour. Therefore, the rate in kilometers per minute is:

12 km/h ÷ 60 min/h = 0.2 km/min

To find how many kilometers the cyclist will travel in 20 minutes, we can use the formula:

distance = rate x time

where rate is in kilometers per minute, and time is in minutes. Plugging in the values, we get:

distance = 0.2 km/min x 20 min = 4 km

Therefore, the cyclist will travel 4 kilometers in 20 minutes.

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Answer:

B

Step-by-step explanation:

Answer: 4

         ______

           _\ _~-\___

   =  = ==(____AA____D

               \_____\___________________,-~~~~~~~`-.._

               /     o O o o o o O O o o o o o o O o  |\_

               `~-.__        ___..----..                  )

                     `---~~\___________/------------`````

                     =  ===(_________D

the distance from the plane to the radar station is increasing at a rate of approximately 30.84 kilometers per minute.

A triangle is said to be right-angled if one of its angles is exactly 90 degrees. The total of the other two angles is 90 degrees. Perpendicular and the triangle's base are the sides that make up the right angle. The longest of the three sides, the third side is known as the hypotenuse.

Given, A plane flying with a constant speed of 25 km/min passes over a ground radar station at an altitude of 12 km and climbs at an angle of 30 degrees.

We can use the law of cosines to find d:

d² = 12² + (h + 12)² - 2(12)(h + 12)cos(θ)

Since the plane is climbing at an angle of 30 degrees, we can use trigonometry to find h:

sin(30) = h / (25 km/min * 2 min)

h = 25 km/min

Now we can substitute this value of h into the equation for d and simplify:

d² = 12² + (25 + 12)² - 2(12)(25 + 12)cos(θ)

d² = 12² + 37² - 2(12)(37)cos(θ)

d² = 144 + 1369 - 888cos(θ)

d² = 1513 - 888cos(θ)

To find the rate at which d is changing, we can take the derivative of both sides of this equation with respect to time:

2dd/dt = -888(d(cos(θ))/dt)

Since the plane is flying with a constant speed of 25 km/min, we can use trigonometry to find d(cos(θ))/dt:

cos(θ) = 12/d

d(cos(θ))/dt = -(12/d²)(dd/dt)

d(cos(θ))/dt = -(12/d²)(25 km/min)

Now we can substitute these values into the equation for the rate of change of d:

2dd/dt = -888(-(12/d²)(25 km/min))

2dd/dt = (888*12)/(d²)(25 km/min)

dd/dt = (5328)/(d²) km/min

Finally, we can substitute the value we found for d into this equation to get the rate at which d is changing 2 minutes later:

d = sqrt(1513 - 888cos(θ))

θ = 30 degrees

dd/dt = (5328)/(d²) km/min

dd/dt = (5328)/(1513 - 888cos(30)) km/min

dd/dt ≈ 30.84 km/min

Therefore, the distance from the plane to the radar station is increasing at a rate of approximately 30.84 kilometers per minute.

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Answer:

Attached, \(p \geq 4\)

To solve, you must isolate the variable. It means moving the variable and it's coefficient to the other side of the equation by itself.

If you multiply, divide, add, subtract, square root, exponent both sides of the equation by the same value, that end value stays the same. That is how you solve for it.

However, if you divide or multiply by a negative number by both sides in an inequality, you must flip the sign.

For example:

> to <

to

Divide -4 on both sides.

\(\frac{-16}{-4} \geq \frac{-4p}{-4}\)

\(4 \geq p\)

Flip the sign.

\(4\leq p\)

\(p\geq 4\)

When the line is pointing right, it means the variable is greater than the said number. If the dot is filled in, it means greater than or equal to or less than or equal to. If it is not filled in, it means greater than or less then.

The answer is:

4 ≤ p

Work/explanation:

The inequality is:

\(\sf{-16\geqslant-4p}\)

To solve, divide each side by -4. Since we're dividing by a negative number, we will reverse the inequality sign.

We end up with:

\(\sf{4\leqslant p}\)

a. The tree diagram that summarizes the given probabilities is attached.

b.  The probability that the individual does not participate in sports, given that he graduate sis  0.2 =  20%.

We apply Bayes' theorem to calculate:

Probability (Does not participate in sports if graduates)  = (P(Does not participate in sports) * P(Graduates | Does not participate in sports)) / P(Graduates)

The given data include: probability of not participating in sports = 0.02 probability of graduating given no participation in sports = 0.82 probability of graduating  = 0.18

Probability (Does not participate in sports if graduates)  = (0.02 * 0.82) / 0.18 = 0.036 / 0.18=  0.2

| Sports | No Sports |

                          |-------|--------|

Student participates | 0.18  | 0.62  |

                          |-------|--------|

Student does not participate | 0.02  | 0.78  |

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The degrees of freedom for the between groups would be 4-1 = 3 and the degrees of freedom for the within groups would be 24-4 = 20.

A factor is a number that divides another number, leaving no remainder. In other words, if multiplying two whole numbers gives us a product, then the numbers we are multiplying are factors of the product because they are divisible by the product.

The number of factor levels being compared for this ANOVA procedure cannot be determined from the given information. The degrees of freedom for the between and within groups are provided, but the number of factor levels is not directly given.

In general, the number of factor levels in a one-way ANOVA refers to the number of groups being compared. Each group represents a level of the factor being studied.

To find the number of factor levels, we need to know the degrees of freedom associated with the between and within groups. The degrees of freedom for the between groups is equal to the number of groups minus one, while the degrees of freedom for the within groups is equal to the total number of observations minus the number of groups.

For example, if we had 4 groups and 24 total observations, the degrees of freedom for the between groups would be 4-1 = 3 and the degrees of freedom for the within groups would be 24-4 = 20.

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The integral \(\(\int (8x \cdot \cos^2(x^2) \cdot \sin^2(x^2)) dx\)\) simplifies to \(\(\frac{1}{4} \left(2x^2 - \sin(4x^2)\right) + C\)\) after using trigonometric identities and making a substitution.

To evaluate the integral \(\(\int (8x \cdot \cos^2(x^2) \cdot \sin^2(x^2)) dx\)\), we can use a trigonometric identity and make a substitution.

Let's start by using the identity \(\(\sin^2(\theta) = \frac{1}{2}(1 - \cos(2\theta))\)\) and \(\(\cos^2(\theta) = \frac{1}{2}(1 + \cos(2\theta))\)\) to simplify the integrand:

\(\[\begin{aligned}8x \cdot \cos^2(x^2) \cdot \sin^2(x^2) &= 8x \cdot \left(\frac{1}{2}(1 + \cos(2x^2))\right) \cdot \left(\frac{1}{2}(1 - \cos(2x^2))\right) \\&= 4x \cdot \left(1 - \cos^2(2x^2)\right) \\&= 4x \cdot \sin^2(2x^2)\end{aligned}\]\)

Now, we can make a substitution by letting \(\(u = 2x^2\)\), which implies \(\(du = 4xdx\)\). Rearranging the equation, we have \(\(xdx = \frac{1}{4}du\)\). Substituting these into the integral, we get:

\(\[\int (8x \cdot \cos^2(x^2) \cdot \sin^2(x^2)) dx = \int 4x \cdot \sin^2(2x^2) dx = \int \sin^2(u) \cdot \frac{1}{4} du\]\)

Using the trigonometric identity \(\(\sin^2(\theta) = \frac{1}{2}(1 - \cos(2\theta))\)\) again, we can rewrite the integral as:

\(\[\frac{1}{4} \int (1 - \cos(2u)) du = \frac{1}{4} \left(u - \frac{1}{2}\sin(2u)\right) + C\]\)

Finally, substituting back \(\(u = 2x^2\)\), we obtain the result:

\(\[\int (8x \cdot \cos^2(x^2) \cdot \sin^2(x^2)) dx = \frac{1}{4} \left(2x^2 - \sin(4x^2)\right) + C\]\)

where C is the constant of integration.

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Answer:

No solution

Step-by-step explanation:

multiplying both sides by 2 gives |x|=-6 but an absolute value can't be negative so there are no solutions

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Based on the calculations, the unit rate in feet per minute for this walking pace is equal to 250 feet per minute.

A unit rate refers to a measurement of a quantity which is calculated as a ratio of one parameter to another.

This ultimately implies that, we would divide the distance covered in feet by the time taken to cover this distance as follows:

Unit rate = distance/time

Unit rate = 3750/15

Unit rate = 250 feet per minute.

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Answer: Add 7 to n to make it a positive number and easier to work with

Step-by-step explanation:

first all 7 then divide by divide by 3