Jody wants to beiges an exercise program she is required to walk 25 miles per week. If she walk 4.5 miles each day on Monday Tuesday Wednesday Friday and 3.5 miles on Saturday how far must she walk on Sunday to reach her goal

Step-by-step explanation:

The equation that represents the resale value V (in dollars) of the smartphone as a function of the time t (in years) since it was purchased is:

V = 700e^(-0.2t)

The answer to 0.03 as a fraction is 1/300. But as a percentage, it is 3%.

Fractions and percentages are both ways of expressing parts of a whole. A fraction represents a part of a whole, which is divided into equal parts, while a percentage is a fraction expressed as a number out of 100.

The main difference between fractions and percentages is their format. Fractions are typically written as a ratio of two numbers, with the numerator representing the part and the denominator representing the whole. Percentages, on the other hand, are typically written as a number followed by the symbol "%", which represents the part out of 100.

Full question "What is 0.03 as a fraction?"

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Answer: 7.59

Step-by-step explanation: I added all of the miles he traveled up together. ( don't overthink questions like this)

The number of stamps given for the books in question are :

To find the number of stamps needed for 1 book, the formula is :

= Stamps needed for 19 books / Number of books

= 380 / 19

= 20 stamps

For 7 books :

= 7 books x 20 stamps per book

= 140 stamps

For 12 books :

= 12 books x 20 stamps per book

= 240 stamps

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Answer:

Point D is the solution to the system of equations.

Step-by-step explanation:

When asked for a solution involving 2 equations, the goal is to find a point (x,y) that would be a solution to both equations.  Any point on a line that is defined by an equation is a solution to that equation.  For an equation of y = 2x + 2, possible solutions are (1,4), (2,6), (5,12) etc.  These points all lie on the line formed by that equation.  There are an infinite number of possible solutions.  If a second eqaution is added, there is now a constraint on the possible answers.  The goal is to find a point that satisfies both equations.

If a seond equation of y = 1x + 3 were matced with y=2x+2, both are straight lines, but with different slopes.  So they will intersect at some point.  One may either solve mathematically using substitution, or by graphing, as was done here.  

Matematically:

y = 2x + 2

y = 1x + 3

Rearrange either equation to isolate a variable, x or y.  These are already isolated (since I made them up) so go to the next step of substituting one expression of y into the other:

y = 1x + 3

2x + 2 = 1x + 3

x = 1

Now use this value of x to find y:

y = 2x + 2

y = 2*(1) + 2

y = 4

The point these two lines intersect is (1,4) and is the "solution" to this series of equations.

See the attached graph.

It is one of the most fundamental curvilinear geometric shapes, a cylinder has historically been thought of as a three-dimensional solid. It is considered a prism with a circle as its base in basic geometry.

the area of mathematics that focuses on the characteristics and connections between points, lines, surfaces, solids, and their higher dimensional equivalents.

We can find the solution this way,

The volume of water in the Cylinder before marbles were dropped in =

The volume of water in the Cylinder After marbles were dropped in -

Volume of marbles

So, we can write it as,

Volume of water before = Volume of water after - Volume of Marbles

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To prove that C is a field, we need to show that it satisfies the following 11 axioms of a field:

C is closed under addition: For all a, b ∈ C, a + b ∈ C.

C is closed under multiplication: For all a, b ∈ C, ab ∈ C.

C is associative under addition: For all a, b, c ∈ C, (a + b) + c = a + (b + c).

C is associative under multiplication: For all a, b, c ∈ C, (ab)c = a(bc).

C has an additive identity: There exists 0 ∈ C such that for all a ∈ C, a + 0 = a.

C has a multiplicative identity: There exists 1 ∈ C such that for all a ∈ C, a1 = a.

C has additive inverses: For all a ∈ C, there exists b ∈ C such that a + b = 0.

C has multiplicative inverses: For all a ≠ 0 ∈ C, there exists b ∈ C such that ab = 1.

C is commutative under addition: For all a, b ∈ C, a + b = b + a.

C is commutative under multiplication: For all a, b ∈ C, ab = ba.

Multiplication distributes over addition: For all a, b, c ∈ C, a(b + c) = ab + ac.

Proofs of the 11 axioms:

To show that C is closed under addition, we can use the fact that the sum of two complex numbers is also a complex number. That is, for any a, b ∈ C, a + b = (a + bi) + (b + di)i, where i is the imaginary unit. This is clearly a complex number, so C is closed under addition.

To show that C is closed under multiplication, we can use the fact that the product of two complex numbers is also a complex number. That is, for any a, b ∈ C, ab = (a + bi)(b + di) = (ab - bd) + (ad + bc)i, which is also clearly a complex number, so C is closed under multiplication.

To show that C is associative under addition, we can use the associative property of addition for real numbers. That is, for any a, b, c ∈ C, (a + b) + c = a + (b + c).

To show that C is associative under multiplication, we can use the associative property of multiplication for real numbers. That is, for any a, b, c ∈ C, (ab)c = a(bc).

To show that C has an additive identity, we can use the fact that the real number 0 is also a complex number, and that for any a ∈ C, a + 0 = a.

To show that C has a multiplicative identity, we can use the fact that the real number 1 is also a complex number, and that for any a ∈ C, a1 = a.

To show that C has additive inverses, we can use the fact that for any a ∈ C, there exists a complex number -a such that a + (-a) = 0. This is because the real numbers have additive inverses, and the imaginary unit i has an additive inverse -i.

To show that C has multiplicative inverses, we can use the fact that for any a ≠ 0 ∈ C, there exists a complex number 1/a such that a(1/a) =

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The amount of water filled in bucket  6 hours is found as 1 gallon.

Mathematical proportions are comparisons of two numbers that categorize or persons. They are frequently expressed as fractions or with a colon. There are two ways to write mathematical proportions. You can use colons to compare the numbers, or you can use equivalent fractions to represent the proportion.

Now,

Let the amount of water filled in 6 hours be 'x'.

Using proportion:

4/24 = x/6

x = 4*6 / 24

x = 1 gallon

Thus, the amount of water filled in bucket  6 hours is found as 1 gallon.

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The complete question is attached.

Step-by-step explanation:

Option A is the right answer.

The function is relative minima

If f(a) > f(x) in an open interval containing a, x ≠ a, then the function value f(a) is a relative maximum of f. If f(b) < f(x) in an open interval containing b, x ≠ b, then the function value f(b) is a relative minimum of f.

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Answer:

Step-by-step explanation:

Multiply each then divide by the first number you started off with.

A graph of the resulting image after the given triangle is rotated 90° counterclockwise about the origin is shown in the image below.

In Geometry, the rotation of a point 90° about the center (origin) in a counterclockwise (anticlockwise) direction would produce a point that has these coordinates (-y, x).

By applying a rotation of 90° counterclockwise to the vertices of triangle ABC, the coordinates of the vertices of the image are as follows:

(x, y)                               →            (-y, x)

Ordered pair A  = (9, 3) → Ordered pair A' = (-(3), 9) = (-3, 9).

Ordered pair B  = (3, 0) → Ordered pair B' = (-(0), 3) = (0, 3).

Ordered pair C  = (8, 0) → Ordered pair C' = (-(0), 8) = (0, 8).

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write the equation with both of them = 100

(3x + 50) + (2x + 15) = 100

combine like terms

5x + 65 = 100

subtract

5x = 35

x = 7

the question asks for <JTU = 2x + 15

plug in x = 7

x = 29

EDIT

Answer:

JTU = 29°

Step-by-step explanation:

I'm not sure if this is correct but I got 29°

(3x+50)° + (2x+15)° = 100°

x= 7°

(2x+15)°

((2x7)+15)° = 29°

The law of sines (LOS) or law of cosines (LOC) should be used to begin solving a triangle depending on the given information. The law of sines is used when we are given two sides and an opposite angle (SSA) or two angles and an opposite side (AAS). The law of cosines is used when we are given three sides (SSS) or two sides and the included angle (SAS).

a) ????,????,???????????? c: Use the law of cosines (LOC) since we are given two sides and the included angle (SAS).

b) ????,????,???????????? ????: Use the law of sines (LOS) since we are given two angles and an opposite side (AAS).

c) ????,????,???????????? c: Use the law of cosines (LOC) since we are given two sides and the included angle (SAS).

d) ????,????,???????????? ????: Use the law of sines (LOS) since we are given two angles and an opposite side (AAS).

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A line intersecting at the axes (2,0)and (0,2) will not pass through (2,2).

Given, a line intersects at the axis (2,0)and (0,2)

let the line intercept be expressed as

[tex]ax+by=1[/tex] where a and b are the x & y intercept.

since the intercept points are the axis (2,0)and (0,2)

a=2 and b=2

[tex]2x+2y=1[/tex]

when the point (2,2) is considered and put in equation

2(2)+2(2)=4≠1

Therefore, point (2,2) doesn't satisfy the equation and line doesn't pass through (2,2).

From the graph also, we can say that the line passing through (2,0) and (0,2) intersecting the axes do not pass through the point (2,2).

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Answer:

580

Step-by-step explanation:

He painted 60/100 x 1450 = 870

Unpainted = 1450-870

Remaining = 580ft²

The equation of the circle centered at (-4,3) with radius 3 is (x + 4)^2 + (y - 3)^2 = 9. Simplifying this equation means to simplify the terms in the equation by using the Pythagorean Theorem. The Pythagorean Theorem states that in a right triangle, the sum of the squares of the two sides is equal to the square of the hypotenuse.

In this equation, the hypotenuse is the radius, which is 3, and the sides are (x + 4) and (y - 3). Substituting the values into the Pythagorean Theorem, we get (x + 4)^2 + (y-3)^2 = 9, which is the equation of the circle centered at (-4,3) with radius 3. This equation can be simplified further by factoring the terms, which yields (x + 4) (x + 4) + (y - 3) (y - 3) = 9. This is the fully simplified equation of the circle.

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Answer: J. A = 12 (4⋅6).

Step-by-step explanation:

Answer: J. A = 12 (4⋅6).

This equation can be used to find the area of the triangle in the diagram because it uses the formula for the area of a triangle, which is A = 1/2 * b * h, where b is the base and h is the height. Since the triangle in the diagram has a base of 4 and a height of 6, the equation A = 12 (4⋅6) can be used to find the area.

Answer:

The diagram is not provided, so it's difficult to determine the exact dimensions of the triangle and parallelogram. However, we can make some general observations to determine which equation can be used to find the area of the triangle.

First, we know that the area of a triangle is given by the formula:

A = 1/2 * base * height

We also know that the area of a parallelogram is given by the formula:

A = base * height

In the diagram, the triangle can be formed into a parallelogram by taking one of its sides and using it as the base of the parallelogram. The height of the parallelogram is the same as the height of the triangle.

Based on these observations, we can conclude that the equation that can be used to find the area of the triangle is:

A = 1/2 * base * height

where the base is one of the sides of the triangle, and the height is the height of the parallelogram (which is the same as the height of the triangle).

None of the answer choices provided match this equation, so the correct answer is not given.

The simplified result of is (6m^(2) + 13m - 15) / (m^(2) + 9m + 18).

Step 1: Flip the second fraction:

(mn)/(m^(2)+9m+18) ÷ (m)/(6m^(2)+13m-15) = (mn)/(m^(2)+9m+18) × (6m^(2)+13m-15)/(m)

Step 2: Change the division sign to multiplication:

(mn)/(m^(2)+9m+18) × (6m^(2)+13m-15)/(m)

Step 3: Multiply the numerators and denominators:

= (mn)(6m^(2)+13m-15) / (m^(2)+9m+18)(m)

Step 4: Simplify the result:

= (6m^(3)n + 13m^(2)n - 15mn) / (m^(3) + 9m^(2) + 18m)

= (mn)(6m^(2) + 13m - 15) / (m)(m^(2) + 9m + 18)

= (6m^(2) + 13m - 15) / (m^(2) + 9m + 18)

So the simplified result is (6m^(2) + 13m - 15) / (m^(2) + 9m + 18).

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There are 1,000 ways to construct a 3-digit code if numbers can be repeated. This is because there are 10 possible numbers (0-9) for each digit, and since numbers can be repeated, each digit has 10 options. So the total number of ways to construct a 3-digit code is 10 × 10 × 10 = 1,000.

Here is a step-by-step explanation:
1. Start with the first digit. There are 10 possible numbers (0-9) that can be used for this digit.
2. Move on to the second digit. Again, there are 10 possible numbers (0-9) that can be used for this digit, since numbers can be repeated.
3. Finally, move on to the third digit. There are 10 possible numbers (0-9) that can be used for this digit, since numbers can be repeated.
4. Multiply the number of options for each digit together to get the total number of ways to construct a 3-digit code: 10 × 10 × 10 = 1,000.

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The value of n for the given equation 3⁵. 3ⁿ = 3⁸ is n = 3.

Several rules of exponents are presented according to the capacities they possess. The following rule governs multiplication: Add the exponents while maintaining the base's consistency.

When bases are raised by a power of two or more, multiply the exponents while maintaining the original base.

Division Rule: When dividing similar bases, take the exponent of the denominator and divide it by the exponent of the numerator, keeping the base constant.

The given equation is:

3⁵. 3ⁿ = 3⁸

Using the product rule for exponents we have:

3⁽⁵ ⁺ ⁿ⁾ = 3⁸

The above expression can be written as:

5 + n = 8

n = 8 - 5

n = 3

Hence, the value of n for the given expression 3⁵. 3ⁿ = 3⁸ is n = 3.

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The complete question is:

The two possible values for the middle numbers in the geometric progression are +35 and -35.

We know that the three numbers form a geometric progression. Let the middle number be x:

5, x, 245

Since these numbers form a geometric progression, we know that:

x^2 = 5 * 245

So we have:

x = ± √(5 * 245)

x = ± 35

Therefore, the two possible values for the middle number are +35 and -35. To find the two possible values for the middle number in the geometric progression, we used the fact that the product of the first and third terms of a geometric progression is equal to the square of the second term.

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Answer:

35/40 = (7*5)/(8*5) = 7/8

So the Lions won 7/8 of the games they played.

2) To write a decimal equivalent to 7/8, we can divide 7 by 8 using long division:

0.875

___________

8 | 7.000

- 6.4

_______

60

-56

____

40

-40

____

0

So 7/8 is equivalent to the decimal 0.875.

To write a percent equivalent to 7/8, we can multiply the decimal equivalent by 100:

0.875 * 100 = 87.5%

So the Lions won 87.5% of the games they played.

Radians and degrees are two units of measurement for angles. Each one has its own pros and cons, and the choice between the two largely depends on the situation and personal preference.

Radians:
Pros:
- Radians are the natural unit of measurement for angles in mathematics and physics. They are closely related to the concept of a circle, and many formulas and equations involving angles are simpler when using radians.
- Radians are unitless, which can make calculations easier and more intuitive.
Cons:
- Radians are not as familiar to most people as degrees, and can be harder to visualize and understand.
- Radians can be more difficult to work with when measuring small angles, since they use fractions or decimals instead of whole numbers.

Degrees:
Pros:
- Degrees are the most commonly used unit of measurement for angles, and are more familiar to most people.
- Degrees are easier to work with when measuring small angles, since they use whole numbers instead of fractions or decimals.
Cons:
- Degrees are not the natural unit of measurement for angles, and many formulas and equations involving angles are more complicated when using degrees.
- Degrees require the use of a special symbol (°) and are not unitless, which can make calculations more difficult and less intuitive.

Overall, the choice between radians and degrees deends on the situation and personal preference. Radians are generally more natural and simpler to work with in mathematics and physics, but degrees are more familiar and easier to visualize.

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This equation is true, so the equation is true for n = k+1. Therefore, by induction, the equation is true for all n. To demonstrate the equations using induction, we need to follow three steps: the base case, the induction hypothesis, and the induction step.

1) P(n) : 2 + 4 + 6 + ⋯+ 2n= n(n+ 1), ∀ n∈ℕ.

Base case: For n = 1, the equation becomes 2 = 1(1+1), which is true.

Induction hypothesis: Assume the equation is true for n = k, that is, 2 + 4 + 6 + ⋯+ 2k= k(k+ 1).

Induction step: We need to show that the equation is also true for n = k+1. That is, 2 + 4 + 6 + ⋯+ 2k + 2(k+1)= (k+1)(k+2).

Using the induction hypothesis, we can substitute k(k+1) for 2 + 4 + 6 + ⋯+ 2k:

k(k+1) + 2(k+1) = (k+1)(k+2)

Distributing the (k+1) on the right side of the equation gives us:

k(k+1) + 2(k+1) = k(k+1) + 2(k+1)

This equation is true, so the equation is true for n = k+1. Therefore, by induction, the equation is true for all n.

2) ∑i^2= n(n+1)(2n+1)/6, ∀ n∈ℕ.

Base case: For n = 1, the equation becomes 1^2 = 1(1+1)(2(1)+1)/6, which simplifies to 1 = 1, which is true.

Induction hypothesis: Assume the equation is true for n = k, that is, ∑i^2= k(k+1)(2k+1)/6.

Induction step: We need to show that the equation is also true for n = k+1. That is, ∑i^2 + (k+1)^2 = (k+1)(k+2)(2(k+1)+1)/6.

Using the induction hypothesis, we can substitute k(k+1)(2k+1)/6 for ∑i^2:

k(k+1)(2k+1)/6 + (k+1)^2 = (k+1)(k+2)(2(k+1)+1)/6

Multiplying both sides of the equation by 6 gives us:

k(k+1)(2k+1) + 6(k+1)^2 = (k+1)(k+2)(2(k+1)+1)

Distributing the (k+1) on both sides of the equation gives us:

k(k+1)(2k+1) + 6(k+1)^2 = k(k+1)(k+2)(2k+3)

This equation is true, so the equation is true for n = k+1. Therefore, by induction, the equation is true for all n.

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The equation of the parabola in the form y = a(x - r)(x - s) is y = -2(x + 2)(x + 8).

To determine the equation of the parabola in the form y = a(x - r)(x - s), we need to find the values of a, r, and s. We are given the x-intercepts and the vertex, so we can use this information to find these values.

The x-intercepts are -2 and -8, so we know that r=-2 and s=-8. The vertex is (-5,-18), so we can plug these values into the equation and solve for a:

y = a(x - r)(x - s)
-18 = a(-5 + 2)(-5 + 8)
-18 = a(-3)(3)
-18 = 9a
a = -2

So the equation of the parabola is y = -2(x + 2)(x + 8).

In standard form, this equation is y = -2x² - 20x - 32.

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The range of the scores of the basketball games played by the Lady Bugs basketball team is equal to option D. 12.

Scores of the games played by  Lady Bugs basketball team is equal to

57, 50, 57, 53, 53, 62, 57

Arrange the scores of the team in ascending order we get,

50, 53, 53, 57, 57, 57, 62

Highest score of the team = 62

Lowest score of the team = 50

Range = highest score - lowest score

Substitute the value in the formula we get,

⇒ Range = 62 - 50

⇒ Range = 12

Therefore, the range of the score of the game played by basketball team is equal to option D. 12.

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Therefore, the solution to the system of equations is x = 7 and y = -2.

Answer: x = 7, y =- 2.

a statement describing the relationship between the two phrases on either side of a sign. A single variable and an equal sign are typically present. Comparable is the equation 2x - 4 = 2. The variable x is present in the previous instance.

We are given the following system of equations:

-2x - 9y = 4    ---(1)

-5x - 10y = -15 ---(2)

We can use the method of substitution to solve this system of equations.

From equation (1), we can solve for x in terms of y:

-2x - 9y = 4

-2x = 4 + 9y

x = -2 - (9/2)y ---(3)

Now we can substitute this expression for x into equation (2) and solve for y:

-5x - 10y = -15

-5(-2 - (9/2)y) - 10y = -15

10 + (45/2)y - 10y = -15

12.5y = -25

y = -2

We have found the value of y to be 5. We can substitute this value back into equation (3) to find the value of x:

x = -2 - (9/2)y

x = -2 + (9/2)(2)

x = 7

Therefore, the solution to the system of equations is x = 7 and y = -2.

Answer: x = 7, y = -2.

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obtain the solution using the long division method

The expression that shows the number of laps Glenn swam during the week is 2 * 7 + 3(2) = 20.

A mathematical expression is a grouping of numbers, variables, and operations without the equal sign. It may be condensed or given a single value. On the other hand, an equation is a declaration that employs the equal sign to demonstrate the equality of two expressions. To get the value of the variable that makes an equation true, equations can be solved.

Given that, 2 laps every morning for 7 days:

2 * 7

3 laps with his friends one Tuesday and Thursday.

3(2)

Total laps = 2( 7) + 3(2) = 20

Hence, expression that shows the number of laps Glenn swam during the week is 2 * 7 + 3(2) = 20.

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